CAP 101 Course Guide9-24-09PSG...employing techniques and strategies in team‐based classroom...

MIDDLESEXCOMMUNITY COLLEGE

BEDFORD • MASSACHUSETTS • LOWELL

Computer Essentials

Strategies for SuccessCOURSE GUIDE

Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.

Title III Strengthening Institutions Project Strategies for Success: Increasing Achievement,

Persistence, Retention and Engagement The Strategies for Success Title III initiative is a major, five‐year project (2009‐2013) funded by a two million dollar grant from the U.S. Department of Education. This initiative is intended to transform Middlesex Community College by improving the academic achievement, persistence, retention, and engagement of its students. The project focuses on reformed curricula and comprehensive advising. Reformed Curriculum involves the design of developmental and college Gateway courses and learning communities embedded with Core Student Success Skills related to critical thinking, communication, collaboration, organization, and self‐assessment. Overall, 45 courses will be impacted over the five years of the project. Comprehensive Advising involves the design of integrated advising services to include identification of academic and career goals, creation of realistic educational plans, and continuous tracking and intervention with an emphasis on the Core Student Success Skills. Comprehensive Advising Services will be specifically tailored to each program of study. Cross‐division curriculum and advising design teams composed of faculty and staff are designing, piloting, and assessing the curriculum and advising initiatives. The Title III grant provides resources to support faculty professional development related to designing and piloting new curriculum and advising students. The grant also supports the purchase of advising software programs and the hiring of a Pedagogical Instructional Designer, Learning Engagement Specialist, Advising Coordinator, and two academic advisors. The resources provided by the grant offer an exciting opportunity for the college community to work together to develop the strong programs and services that will increase student success.

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TABLE OF CONTENTS Overview ....................................................................................................................................................... 1 Scope ......................................................................................................................................................... 1 Focus .......................................................................................................................................................... 1 Software Tools ........................................................................................................................................... 2 TypingMaster ......................................................................................................................................... 2 SAM Assessment, Training, and Projects ............................................................................................... 2 Video CD ................................................................................................................................................ 2

Intended Outcomes ................................................................................................................................... 2 Scope and Sequence of Course Activities Addressing Core Student Success Skills .................................... 11 Study Skills .................................................................................................................................................. 13 Learning Styles Inventory ........................................................................................................................ 13 Scoring Your Profile ............................................................................................................................. 15 Analyzing Your Scores .......................................................................................................................... 15 Common Characteristics ...................................................................................................................... 16

Learning Strategies .................................................................................................................................. 17 Learning Strategies That Utilize Modalities ......................................................................................... 17

Learning Style statistics workbook and charts ........................................................................................ 20 Study Habits Assessment Survey ............................................................................................................. 24 ATTITUDE AND APPROACH TOWARD COURSE .................................................................................... 24 CLASSROOM AND HOMEWORK HABITS .............................................................................................. 24 TEST PREPARATION HABITS ................................................................................................................. 25 SCORING .............................................................................................................................................. 26

SQ4R Method .......................................................................................................................................... 27 Survey, Question, Read, Recite, Record and Review. .......................................................................... 27

Textbook Marking ................................................................................................................................... 28 Homework Schedule and Study Guide .................................................................................................... 29 Appropriate Homework Schedule & Better Study Habits ................................................................... 29 Suggestions: ......................................................................................................................................... 29

Things to Do! ........................................................................................................................................... 30 Workplace Behaviors Checklist*‐Beginning of semester ............................................................................ 31 Workplace Behaviors Checklist*‐Mid‐semester review ............................................................................. 33 Workplace Behaviors Checklist*‐End of semester ..................................................................................... 35 Portfolios ..................................................................................................................................................... 37 Skills Learned Check sheet ...................................................................................................................... 37

Grading Rubrics for Applications ................................................................................................................ 38 MS Word 2007 Unit A – Getting Started with Word 2007 ...................................................................... 38 MS Word 2007 Unit B – Editing Documents ........................................................................................... 39 MS Word 2007 Unit C – Formatting Text and Paragraphs ...................................................................... 41

Understanding Essential Computer Concepts: Real Life Independent Challenge ...................................... 42 Grading Rubrics for Applications ................................................................................................................ 45 MS Excel 2007 Unit A – Getting Started with Excel 2007 ........................................................................ 45 MS Excel 2007 Unit B – Working with Formulas and Functions ............................................................. 46 MS Excel 2007 Unit C – Formatting a Worksheet, .................................................................................. 47 MS Excel 2007Unit D – Working with Charts .......................................................................................... 48

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MS PowerPoint 2007 Unit A – Creating a Presentation in PowerPoint 2007 ......................................... 49 MS PowerPoint 2007 Unit B – Modifying a Presentation ....................................................................... 50 MS PowerPoint 2007 Unit C – Inserting Objects into a Presentation ..................................................... 51 MS PowerPoint 2007 Unit D – Finishing a Presentation ......................................................................... 52

Teamwork ................................................................................................................................................... 53 Teamwork PowerPoint Presentation ...................................................................................................... 53 Team Roles Presentation ........................................................................................................................ 57 Difference between a Group and a Team ............................................................................................... 59 Characteristics of Effective Teams .......................................................................................................... 61 The Effective Team Member‐A Checklist for Self Assessment ................................................................ 63 Team Log ................................................................................................................................................. 64 Rubric for Evaluating Team Presentations .............................................................................................. 65

CAP 100 Final Project: ................................................................................................................................. 67 Disney Internship Program ...................................................................................................................... 67 Project 1: .............................................................................................................................................. 69 Using a Word template: ................................................................................................................... 69

Project 2: .............................................................................................................................................. 69 Using Excel ....................................................................................................................................... 69

Project 3: .............................................................................................................................................. 70 Using PowerPoint: ............................................................................................................................ 70

Deliverables: ........................................................................................................................................ 70 Internet Skills: .................................................................................................................................. 70 Word Skills:....................................................................................................................................... 70 Excel Skills: ....................................................................................................................................... 70 PowerPoint Skills .............................................................................................................................. 70

Project Rubric ...................................................................................................................................... 72 Evaluating Team Presentations ........................................................................................................... 74

CAP 100 Final Project: ................................................................................................................................. 76 Trip Plan ................................................................................................................................................... 76 FINAL PROJECT GOAL ........................................................................................................................... 77 FINAL PROJECT DESCRIPTION .............................................................................................................. 77 Planning ............................................................................................................................................... 77 Research Evaluation ............................................................................................................................ 79 Organization of ideas ....................................................................................................................... 79 MLA format ...................................................................................................................................... 79 Spreadsheet ..................................................................................................................................... 79 Presentation to class ........................................................................................................................ 79 Responses to questions ................................................................................................................... 80

Project Assessment .............................................................................................................................. 81 Teamwork Rubric ................................................................................................................................. 81 Evaluating Other Team Members Rubric ............................................................................................ 82 Evaluating Your Team Rubric ............................................................................................................... 83

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OVERVIEW

SCOPE Computer Essentials is designed to provide students with basic technical skills in word processing, spreadsheets and PowerPoint using Microsoft Office 2007 software. Students will also learn keyboarding skills, computer concepts, Windows OS, navigating the Internet and communicating by email. There will be a strong study skills component throughout the course. In addition, students will learn the following: communication skills, organizational skills, team contribution and leadership, critical thinking, decision making, problem solving, information and resource management and self‐directed and continuous learning. These skills will be acquired through a project‐based learner centered environment. Students will also develop a portfolio showcasing their skills, abilities and accomplishments. This course was redesigned as part of the Title III grant, Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement. The course materials will focus on key skills of communication, critical thinking, collaboration, organization and self‐reflection. A student in the pilot version of this course, will have an opportunity to think more explicitly about these skills, to apply them to course concepts, and then to demonstrate how communication, critical thinking, collaboration, organization and self‐reflection skills have improved by the end of the semester. Many of the activities in this course focus on the development of these skills.

FOCUS Computer Essentials is designed as a learner centered classroom where students will work individually and in teams to develop

College Student Success Skills (CSSS): Critical Thinking, Collaboration, Communication, Organization, and Self Assessment.

Employability Skills: a. Punctuality and regular attendance. b. Teamwork. c. Planning in relation to preparing and completing assignments. d. Acquiring, organizing, evaluating, interpreting and communicating information along with using

computers to process information. e. Critical thinking, decision making, and problem solving. f. Developing personal qualities including responsibility, self‐management and integrity. g. Developing an understanding of the necessity for both technology skills and life‐long learning

skills. Core Proficiency in Computer Applications

a. Use the Windows operating system. b. Use the Internet as a research and communications tool. c. Use Microsoft Office 2007 as a problem‐solving tool for word processing, spreadsheet analysis,

business graphics, and presentation graphics It should be noted that College Student Success Skills and Employability Skills are Life Skills. These are the “soft skills” that we all need to succeed in the workforce. TEAM MEMBERS: Diane Hudson, Instructor, Information Technology and Computer Applications, Team Leader [email protected] Charlene Emilian, Professor, Computer Applications [email protected] Stephen O’Leary, Instructor, Business, Engineering, Technology [email protected]

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SOFTWARE TOOLS TYPINGMASTER

To improve keyboarding skills, the TypingMaster program is installed in computer labs for students to use to assess and practice keyboarding skills. The twelve programmed lessons provide tutorials, diagnostics, and skills tests that allow students to self assess progress. After a student has taken a pre‐test, TypingMaster evaluates skill level and designs skills practice lessons that students can elect to perform as keystroke practice or in game mode. The course goal is twenty‐five words per minute net.

SAM ASSESSMENT, TRAINING, AND PROJECTS SAM is a software simulation product that allows students to practice applications skills in a simulated environment; to train using various learning modalities, visual, auditory, kinesthetic; to test electronically; and to complete case projects.

Applications skills practice tests are available a week in advance of the “real thing” application test. The instructor selects the skills to be tested. Each question can be attempted three times and feedback is immediate. After taking the practice test, the student self‐assesses and can elect one or all training modalities to refine skills. The exact same applications skills are given in the “real thing” test with a change in scenario and randomization of questions.

In addition, case projects are available for students. The student downloads the instructions and a tracked start file, performs the steps in the instructions, and uploads the completed file for immediate electronic scoring. Results of the scoring indicate errors and skills sets to remediate. The students can then make corrections and resubmit for rescoring. The instructor can set the number of resubmissions and make a scenario change if the case project is to be used a practice test/”real thing” test.

SAM is a product from the text book publisher and is aligned with the text materials. Similar to the Microsoft Office User Specialist tests, SAM application skills tests cover skill sets through advanced.

VIDEO CD The text provides a video CD to accompany all text lessons.

INTENDED OUTCOMES Technical Skills: MS Office skills Word, Excel PowerPoint Internet, Web, e‐mail communications College Student Success Skills: Communications Communicate in professional manner (e‐mail, voice mail, in person) Listen empathetically Document process

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Report for feedback Make professional presentation Critical thinking Portfolio preparation Synthesize findings (draw conclusions supported by evidence) Collaboration Work together as a team Give/receive feedback Prioritize tasks Compare and evaluate possible solutions Organization Manage time and resources Self Assessment Set goals Analyze learning progress and adjust to self assessment

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CAP 100 Computer Essentials Course Syllabus

Middlesex Community College CAP 100, Computer Essentials Fall 2009 Professor: _____________________ Office: ________________________ Office hours: as posted or by appointment Office telephone: _______________ E‐mail address: [email protected] Welcome to a learner centered classroom! COURSE DESCRIPTION This course is designed to provide students with basic technical skills in word processing, spreadsheets and PowerPoint using Microsoft Office 2007 software. Students will also learn keyboarding skills, computer concepts, Windows OS, navigating the Internet and communicating by email. There will be a strong study skills component throughout the course. In addition, students will learn the following: communication skills, organizational skills, team contribution and leadership, critical thinking, decision making, problem solving, information and resource management and self‐directed and continuous learning. These skills will be acquired through a project‐based learner centered environment. Students will also develop a portfolio showcasing their skills, abilities and accomplishments. TEXT AND MATERIALS

• Text: Beskeen, Cram, Duffy, Friedrichsen, and Reding. Microsoft Office 2007. Premium Video Edition, Boston, MA: Cengage Learning, 2009.

This text comes bundled with SAM 2007 Assessment and Training

• File storage medium (student should select medium compatible with home computer) Recommended: One (1) USB drive.

• Folders for in progress work will be provided by the instructor with a detailed list of weekly assignments and due dates.

• Individual portfolio three‐ring binder with plastic sleeves for student‐created artifacts. LEARNER OUTCOMES Upon successful completion of this course, the student will be able to:

1. Apply his/her individual learning style by using appropriate homework schedules and study habits; by developing systematic ways to learn the skills/information; by employing techniques and strategies in team‐based classroom projects.

2. Function effectively as a member of a team and be able to distinguish between group process and team process and produce deliverables for team projects

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3. Assess on a monthly basis the development of workplace behaviors (a checklist will be provided by the instructor). Practice workplace behaviors:

a. Punctuality and regular attendance. b. Teamwork. c. Planning in relation to preparing and completing assignments. d. Acquiring, organizing, evaluating, interpreting and communicating information

along with using computers to process information. e. Critical thinking, decision making, and problem solving. f. Developing personal qualities including responsibility, self‐management and

integrity. g. Developing an understanding of the necessity for both technology skills and life‐

long learning skills. 4. Perform basic operations using the Windows operating system, including: formatting

and copying disks and managing files and folders using Windows Explorer. 5. Use the Internet as a research and communications tool. 6. Name and identify and understand the functions of the fundamental components and

operating principles of a microcomputer, including hardware, applications software, operating systems, and network connectivity.

7. Use Microsoft Office 2007 as a problem‐solving tool for word processing, spreadsheet analysis, business graphics, and presentation graphics.

8. Use Blackboard as a communication/collaboration tool. 9. Give an effective presentation. 10. Develop a portfolio that is a collection of evidence that showcases skills, abilities and

accomplishments. METHODOLOGY The main differences in a traditional classroom and a learner centered classroom:

• In a traditional classroom, the instructor knows the answer. In a learner centered classroom more than one solution may be viable and the instructor may not have it in advance

• In a traditional classroom, students routinely work alone. In a learner centered classroom student routinely work with the instructor, peers, and community members

• In a traditional classroom, the instructor plans all the activities. In a learner centered classroom students and the instructor plan and negotiate activities

• In a traditional classroom, reading, writing, and math are treated as separate discipline; listening and speaking often are missing from the curriculum. In a learner centered classroom disciplines needed for problem solving are integrated; listening and speaking are fundamental parts of learning

• In a traditional classroom, thinking is usually theoretical and “academic.” In a learner centered classroom thinking involves problem solving, reasoning, and decision making

• In a traditional classroom, students are expected to conform to the instructor’s behavioral expectations; integrity and honesty are monitored by the teacher; self‐esteem is often not what it could be. In a learner centered classroom students are expected to be responsible, sociable, self‐managing, and resourceful; integrity and

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honesty are monitored within the social context of the classroom; students self esteem is high because they are in charge of their own learning.

• In a traditional classroom, the instructor provides and delivers instruction. There is a transfer of knowledge from faculty to students. In a learner centered classroom the mission and purpose is to produce learning, elicit student discovery and construction of knowledge and to create a powerful learning environment.

• In a traditional classroom the time is constant, there is just one teacher and the classroom is independent of other disciplines and departments. In a learner centered classroom the learning is held constant and the environment is whatever learning experience works. There is often cross discipline and department collaboration.

• In a traditional classroom, knowledge exists “out there”; knowledge comes in “chunks” and “bits” and is delivered by instructors. Learning is cumulative and linear. The classroom and learning are competitive and individualistic. In a learner centered classroom knowledge exists in each person’s mind and is shaped by individual experience, knowledge is constructed and created. Learning is student centered and the environment is cooperative, collaborative, and supportive.

• In a traditional classroom, faculty is primarily lecturers. Faculty and students act independently. In a learner centered classroom faculty is primarily the designer of learning methods and environments. Faculty work in teams with each other and other staff.

(The above comparison is an excerpt from Teaching and Learning—A New Paradigm for Undergraduate Education by Robert B. Barr & John Tagg.) ASSIGNMENTS FOLDERS WILL BE PROVIDED WITH A DETAILED LIST OF ASSIGNMENTS for the textbook projects and Final Project (Projects 1, 2, and 3). Students are responsible for placing completed work in the folders, removing corrected assignments and keeping the folders in order. Students are also responsible for maintaining their personal portfolios throughout the semester. GRADING Attendance/Participation 10% Keyboarding Assessment 10% Textbook Assignments 30% Portfolio Assessment 20% Final Projects 1, 2 and 3and team presentation 30% ATTENDANCE/PARTICIPATION You will be completing your assignments individually and in teams. It is critical that you have regular attendance in order to succeed in this course. You are expected to actively and responsibly participate in all classroom activities. If you should miss a class you should telephone me or email me to discuss the absence. A very detailed list of assignments is included in your individual folders provided by the instructor. Upon your return to class, any of the work that was completed in class MUST be completed by you in order to keep the rhythm of productivity.

Guide to Core Student Success Skills: ORG=Organization SR=Self‐reflection COLL=collaboration COMM=Communication CT=Critical thinking

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TENTATIVE WEEKLY SCHEDULE

Week 1 Introduction to course TypingMaster ORG, SR, COMM Introduction to keyboarding software Deliverable: TypingMaster Pre‐tests – 3 2‐minute tests Assignment: e‐mail instructor Week 2 TypingMaster: Lesson 1 ORG, SR, COMM Study Skills Workshops ORG, SR, COLL, COMM, CT Strategies for Learning Organizational Skills‐self assessment Assignment: complete Learning Styles Inventory handout Online Learning Styles Inventory Deliverable: online Learning Styles Inventory results Teamwork ORG, SR, COLL, COMM, CT Internet ORG Unit A: “Getting Started with Internet Explorer 7,” pages 1‐24 Deliverable: Real Life Independent Challenge, page Internet 23 And/or Win XP Week 3 TypingMaster: Lesson 2 ORG, S R, COMM Word Unit A: “Creating Documents with Word 2007,” pages 1‐24 ORG, COLL, COMM, CT Assignment: Word Unit A, pages 1‐24 Word Unit A: Independent Challenge 1, SAM or page 21 ORG, COLL, COMM, CT Word Unit A: Visual Workshop (Teamwork), page 24 ORG, COLL, COMM, CT Portfolio organization ORG, SR, COMM, CT

Week 4 TypingMaster: Lesson 3 ORG, SR, COMM Word Unit B: “Editing Documents,” pages 25‐48 ORG, COLL, COMM, CT Assignment: Word Unit B, pages 25‐48 Word Unit B: Independent Challenge 1, SAM or page 45 ORG, COLL, COMM, CT Word Unit B Visual Workshop (Teamwork), page 48 ORG, COLL, COMM, CT Portfolio organization ORG, SR, COMM, CT


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Week 5 TypingMaster: Lesson 4 ORG, SR, COMM Word Unit C: “Formatting Text and Paragraphs,” pages 49‐75 ORG, COLL, COMM, CT Assignment: Word Unit C, pages 49‐75 Word Unit C: Independent Challenge 1, SAM or page 72 ORG, COLL, COMM, CT Word Unit C: Visual Workshop (Teamwork): page 76 ORG, COLL, COMM, CT Portfolio organization ORG, SR, COMM, CT

Week 6 TypingMaster: Lesson 5 ORG, SR, COMM Columbus Day holiday‐no day classes Understanding Essential Computer Concepts, 1‐32 ORG, COMM, CT

Deliverable: Real Life Independent Challenge, page 31 Week 7 SAM Word practice test ORG, SR, COMM, CT

SAM Word test Week 8 TypingMaster: Lesson 6 ORG, SR, COMM Excel Unit A: “Getting Started with Excel 2007,” pages 1‐24 ORG, COLL, COMM, CT Assignment: Excel Unit A, pages 1‐24 Excel Unit A: Independent Challenge 1, SAM or pages 20‐21 ORG, COLL, COMM, CT Excel Unit A Visual Workshop (Teamwork), page 24 ORG, COLL, COMM, CT Portfolio organization ORG, SR, COMM, CT

Week 9 TypingMaster: Lesson 7 ORG, SR, COMM Mid‐review and timings Excel Unit B: “Working with Formulas & Functions,” pages 25‐50 ORG, COLL, COMM, CT Assignment: Excel Unit A, pages 25‐50 Excel Unit B: Independent Challenge 1, SAM or page 46 ORG, COLL, COMM, CT Excel Unit B: Visual Workshop (Teamwork), page 50 ORG, COLL, COMM, CT Portfolio organization ORG, SR, COMM, CT


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Week 10 TypingMaster: Lesson 8 ORG, SR, COMM Excel Unit C: ““Formatting a Worksheet,” pages 51‐78 ORG, COLL, COMM, CT Assignment: Excel Unit A, pages 51‐78 Veteran’s Day holiday‐no day classes Excel Unit C: Visual Workshop (Teamwork), page 74 ORG, COLL, COMM, CT Portfolio organization ORG, SR, COMM, CT

Week 11 TypingMaster: Lesson 9 ORG, SR, COMM Excel Unit D: “Working with Charts,” pages 79‐104 ORG, COLL, COMM, CT Assignment: Excel Unit A, pages 79‐104 Excel Unit D: Visual Workshop (Teamwork), page 104 ORG, COLL, COMM, CT SAM Excel practice test ORG, SR, COMM, CT

Portfolio organization ORG, SR, COMM, CT

Week 12 TypingMaster: Lesson 10 ORG, SR, COMM SAM Excel test PowerPoint Unit A: “Creating a Presentation with PowerPoint 2007,” pages 1‐24 ORG, COLL, COMM, CT Assignment: PowerPoint Unit A, pages 1‐24 Thanksgiving holiday‐no day classes Portfolio organization ORG, SR, COMM, CT

Week 13 TypingMaster: Lesson 11 ORG, SR, COMM PowerPoint Unit A: Independent Challenge 1, page 21 ORG, COLL, COMM, CT PowerPoint Unit B: “Modifying a Presentation,” pages 25‐48 ORG, COLL, COMM, CT Assignment: PowerPoint Unit B, pages 25‐48 PowerPoint Unit B: Independent Challenge 2, page 46 ORG, COLL, COMM, CT PowerPoint Unit C: “Inserting Objects into a Presentation,” pages 49‐72 ORG, COLL, COMM, CT Assignment: PowerPoint Unit C, pages 49‐72 Portfolio due ORG, SR, COMM, CT

Week 14 TypingMaster: Lesson 12 ORG, SR, COMM SAM PowerPoint practice test ORG, SR, COMM, CT

SAM PowerPoint test Final Team Project ORG, SR, COLL, COMM, CT To be presented during final exam period Final Team Project


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Week 15 Final keyboarding timings Final Team Project ORG, SR, COLL, COMM, CT To be presented during final exam period Final Team Project Week 16 EXAM (session to be determined) Final Project presentations

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Study Skills Learning Style Inventory

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STUDY SKILLS LEARNING STYLES INVENTORY (LSI) Name ____________________ Date: ___________________ Yes No

1. I like to listen and discuss work with a partner. _______ _______

2. I learn by hearing my own voice on tape. _______ _______

3. I prefer to learn something new by reading about it. _______ _______

4. I often write down the directions someone has given me so that I don’t forget them.

_______ _______

5. I enjoy physical sports or exercise. _______ _______

6. I learn best when I can see new information in picture form. _______ _______

7. I am able to visualize easily. _______ _______

8. I learn best when someone talks or explains something to me. _______ _______

9. I usually write things down so that I can look back at the later. _______ _______

10. If someone says a long word, I can count the syllables that I hear. _______ _______

11. I have a good memory for old songs or music. _______ _______

12. I like to discuss in small groups. _______ _______

13. I often remember the size, shape, and color of objects. _______ _______

14. I often repeat out loud the directions someone has given me. _______ _______

15. I enjoy working with my hands. _______ _______

16. I can remember the faces of actors, settings, and other visual details of a movie I saw in the past.

_______ _______

17. I often use my hands and body movement when I’m explaining something.

_______ _______

18. I prefer to practice redrawing diagrams on a chalkboard rather than on paper.

_______ _______

19. I seem to learn better if I get up and move around while I study. _______ _______

20. If I wanted to assemble a bike, I would need pictures or diagrams to help with each step.

_______ _______

21. I remember objects better when I have touched them or worked with them.

_______ _______

22. I learn best by watching someone else first. _______ _______

23. I tap my fingers or my hands a lot while I am seated. _______ _______

24. I speak a foreign language. _______ _______


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25. I enjoy building things. _______ _______

26. I can follow the plot of a story on the radio. _______ _______

27. I enjoy repairing things at home. _______ _______

28. I can understand a lecture when I hear it on tape. _______ _______

29. I am good a using machines or tools. _______ _______

30. I find sitting still for very long difficult. _______ _______

31. I enjoy acting or doing pantomimes. _______ _______

32. I can easily see pattern in designs. _______ _______

33. I need frequent breaks to move around. _______ _______

34. I like to recite or write poetry. _______ _______

35. I can usually understand people with different accents. _______ _______

36. I can hear many different pitches or melodies in music. _______ _______

37. I like to dance and create new movements or steps. _______ _______

38. I enjoy activities that require physical coordination. _______ _______

39. I follow written directions better than oral ones. _______ _______

40. I can easily recognize differences between similar sounds. _______ _______

41. I like to create or use jingles/rhymes to learn things. _______ _______

42. I wish more classes had hands‐on experiences. _______ _______

43. I can quickly tell if two geometric shapes are identical. _______ _______

44. The things I remember best are the things I have seen in print or pictures.

_______ _______

45. I follow oral directions better than written ones. _______ _______

46. I could learn the names of fifteen medical instruments much easier if I could touch and examine them.

_______ _______

47. I need to say things aloud to myself to remember them. _______ _______

48. I can look at a shape and copy it correctly on paper. _______ _______

49. I can usually read a map without difficulty. _______ _______

50. I can “hear” a person’s exact words and tone of voice days after he or she has spoken to me.

_______ _______

51. I remember directions best when someone gives me landmarks, such as specific buildings and trees.

_______ _______

52. I have a good eye for colors and color combinations. _______ _______

53. I like to paint, draw, or make sculptures. _______ _______

54. When I think back to something I once did, I can clearly picture the experience.

_______ _______


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SCORING YOUR PROFILE

1. Ignore the NO answers. Work only with the questions that have a YES answer. 2. For every YES answer, look at the number of the question. Find the number in the

following chart and circle that number. 3. When you finish, not all the numbers in the following boxes will be circles. Your

answers will very likely not match anyone else’s in class. 4. Count the number of circles for the Visual box and write the total on the line. Do the

same for the Auditory box and the Kinesthetic box.

Visual Auditory Kinesthetic

3, 4, 6, 7, 9, 1, 2, 8, 10, 11, 5, 15, 17, 18, 19,

13, 16, 20, 22, 32 12, 14, 24, 26, 28, 21, 23, 25, 27, 29,

39, 43, 44, 48, 49, 34, 35, 36, 40, 41, 30, 31, 33, 37, 38,

51, 52, 54 45, 47, 50 42, 46, 53

Total: _________

Total: _________ Total: _________

ANALYZING YOUR SCORES

1. The highest score indicates your preference. The lowest score indicates your weakest modality.

2. If your two highest scores are the same or very close, both of these modalities may be your preference.

3. If all three of your scores are identical, you have truly integrated all three modalities and can work equally well in any of the modalities.

4. Scores that are 10 or higher indicated you use the modality frequently. 5. Scores lower than 10 indicate the modality is not highly used. It is important to

examine why. One reason may be that you have a physical or neurological impairment that makes using the modality difficult or impossible. A second reason, which is often the case, is that you have had limited experience learning how to use the modality effectively as you learn. In this case, learning new strategies can strengthen your use of the modality.


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Common Characteristics of Visual, Auditory, and Kinesthetic Learners

The following chart shows common characteristics of each of the three types of learners or learning styles. A person does not necessarily possess abilities or strengths in all of the characteristics but may instead “specialize” in some of the characteristics. Some of this may be due to a person’s educational background or background of experiences. For example, an auditory learner may be strong in the area of language skills but may not have had the experience to develop skills with a foreign language or music.

COMMON CHARACTERISTICS

VISU

AL

• Learn best by seeing information

• Can easily recall printed information in the form of numbers, words, phrases, or sentences

• Can easily understand and recall information presented in pictures, charts, or diagrams

• Have strong visualization skills and can look up (often up to the left) and “see” information

• Can make “movies in their minds” of information they are reading

• Have strong visual‐spatial skills that involve sizes, shapes, textures, angles and dimensions

• Pay close attention and learn to interpret body language (facial expressions, eyes, stance)

• Have keen awareness of aesthetics, the beauty of the physical environment, and visual media

AUDITORY

• Learn best by hearing information

• Can accurately remember details of information heard in conversations or lectures

• Have strong language skills that include well‐developed vocabularies and appreciation of words

• Have strong oral communication skills that enable them to carry on conversations and be articulate

• Have “finely tuned ears” and may find learning a foreign language relatively easy

• Hear tones, rhythms, and notes of music and often have exceptional musical talents

KINESTH

ETIC

• Learn best by using their hands (“Hands‐on” learning) or by full body movement

• Learn best by doing

• Learn well in activities that involve performing (athletes, actors, dancers)

• Work well with their hands in areas such as repair work, sculpting, art, or working with tools

• Are well‐coordinated with a strong sense of timing and body movements

• Often wiggle, tap their feet, or move their legs when they sit

• Often were labeled as “hyperactive”


17

LEARNING STRATEGIES

Now that you are aware of your own learning style, you can begin to select learning strategies that work with your strengths: In the following charts you will find a wide array of learning strategies for you to try; the majority of your strategies will likely come from your area of strength. However, a valuable goal to set for yourself is to strive to integrate all of the modalities into your learning process; therefore, try using several of the strategies for your weaker modalities as well. As you will also notice, some learning strategies will incorporate more than one modality. Multisensory learning strategies have the capability of strengthening your memory even more.

LEARNING STRATEGIES THAT UTILIZE MODALITIES

VISU

AL

• Create stronger visual memories of printed materials by highlighting important ideas with different colors of highlighters or by highlighting specific letters in spelling words or formulas or equations in math.

• Take time to visualize pictures, charts, graphs, or printed information and take time to practice recalling visual memories when you study.

• Create “movies in your mind” of information that you read; use your visual memory as a television screen with the information moving across the screen.

• Use visual study tools such as visual mappings, hierarchies, comparison charts, and time lines to represent information you are studying. Expand chapter mappings or create your own chapter mappings to review main ideas and important details in chapters. Add colors and/or shapes or pictures.

• Enhance your notes, flash cards, or any other study tools by adding colors and pictures (sketches, cartoons, stick figures).

• Color‐code study tools. (Different colors imprint into memory more easily for some students.) Colors can be used to accentuate specific parts of textbooks, notes, or any written materials you work with or you have created.

• Copy information in your own handwriting if seeing information on paper in your own hand‐writing helps you learn and remember more easily. Practice visualizing what you write.

• Use your keen observational skills to observe people and pick up on clues they may give about important information, emotions, or their general state of being.

• Always be prepared with a pen and notepaper (or a small notepad) to write down information or directions. (Written information is easier to recall more accurately.)


18

Learning Strategies That Utilize Modalities (cont.)

AUDITORY

• Talk out loud to explain new information, express your ideas, practice information you are studying, or paraphrase another speaker.

• Recite frequently while you study. Reciting involves speaking out loud in complete sentences and in your own words.

• Read out loud. (Reading out loud often increases a person’s comprehension or clarifies confusing information that is read silently.)

• Work with tutors, with a “study buddy,” or in a study group to have ample opportunity to ask questions, articulate answers, and express your understanding of information orally.

• For lectures, take your own notes, but back your notes up with a tape‐recorded version of the lecture. (Request approval first from the instructor.) Review only the parts of the lecture that are unclear or confusing.

• When you practice reciting your notes, flash cards, study tools or information from a textbook, turn on a tape recorder. Tapes made in your own voice often become valuable review tools.

• Verbally explain information or processes to someone or to an imaginary person. Explaining verbally provides immediate feedback of your level of understanding.

• Make review tapes to review the most important information (rules, definitions, formulas, lists of information, dates, or other factual information) prior to a test.

• Create rhymes, jingles, or songs to help you remember specific facts. • Read confusing information using exaggerated expression. The natural rhythm and

patters of your voice often group information in such a way that it becomes easier to understand.

• Use computerized technology (electronic spell checkers, calculators with a “voice,” speech synthesizers on computers) to help with the learning process. Access CD‐ROM programs and multimedia software that provide auditory and visual stimuli for learning.

KINESTH

ETIC

• Handle objects, tools, or machinery that you are trying to learn. For example, handle the rocks you study in geology, repeat applications several times on a computer, or hold and use tools or parts of machinery that are discussed in class or in your textbook.

• Create manipulatives (study tools that you can move around with your hands). These may include flash cards or cards that can be shuffled, spread out, sorted, or stacked as a way to categorize information.

• Cut charts or diagrams apart; reassemble them in their correct order. • Use exaggerated movements and hand expressions, drama, dance, pantomime, or

role playing to assist the development of long‐term memory. Muscles also hold memory, so involving movement in the learning process creates muscle memory.


19

• Type or use a word processor. Using a keyboard involves fine motor skills and muscle memory; it may be easier to remember information that you typed or entered into a computer.

• Talk and walk as you recite or practice information. Pacing or walking with study materials in hands helps some people process information more naturally.

• Work at a chalkboard, with a flip chart, or on large poster paper to create study tools. List, draw, practice, or write information while you stand up and work on a larger surface.

• Learn by doing. Use every opportunity possible to move as you study. For example, if you are studying perimeters in math, tape off an area of a room and walk the perimeter.

Stud

y Skills

Learning

Style statistics workboo

k and charts

20

LEARN

ING STY

LE STA

TISTICS WORK

BOOK AND CHART

S

Stud

y Skills

Learning


k and charts

21

Stud

y Skills

Learning


k and charts

22

Stud

y Skills

Learning


k and charts

23

Study Skills Study Habits Assessment Survey

24

STUDY HABITS ASSESSMENT SURVEY

Name _________________________ Please circle the number that most closely indicates your agreement or disagreement with each statement. 1. ATTITUDE AND APPROACH TOWARD COURSE Strongly Strongly Disagree Agree I usually believe I can do well in this type of course. 1 2 3 4 5 I am usually enthusiastic about learning in this type of course. 1 2 3 4 5 I am confident in this type of course. 1 2 3 4 5 I work persistently, regardless of how well I do on tests. 1 2 3 4 5 I usually enjoy taking this type of course. 1 2 3 4 5 2. CLASSROOM AND HOMEWORK HABITS I rarely miss more than 1 or 2 classes per semester. 1 2 3 4 5 I always get to class on time. 1 2 3 4 5 I usually find it easy to pay attention in class. 1 2 3 4 5 If I do not understand, I will ask the instructor a question. 1 2 3 4 5 I usually take clear and complete notes in class. 1 2 3 4 5 I usually read my class notes before the next class. 1 2 3 4 5 I almost always make a persistent effort to do assigned

reading or homework before the nest class. 1 2 3 4 5

I am comfortable asking questions of my teacher or other

students if I do not understand something. 1 2 3 4 5

I frequently discuss homework and class notes with other

students. 1 2 3 4 5


25

If I have trouble with the text, I find other ways of understanding the concepts.

1 2 3 4 5

Even if I understand what is going on in class, I always stay on

top of my homework assignments. 1 2 3 4 5

3. TEST PREPARATION HABITS Strongly

Disagree Strongly

Agree I make a list of all the topics that may be on the test if the

instructor doesn’t prepare one. 1 2 3 4 5

I make an outline of what I need to know to answer

questions on all topics. 1 2 3 4 5

I never leave most of my studying until the day before the

test. 1 2 3 4 5

I study one topic until I master it; then I move on to the

next topic. 1 2 3 4 5

I make sure that I master every topic that might be on the

test. 1 2 3 4 5

I often study with and explain concepts to another

student. 1 2 3 4 5

I never aim for “just passing,” but to do well. 1 2 3 4 5 I study the topics well enough to recognize potential

errors. 1 2 3 4 5

I create and answer a variety of questions about each

topic 1 2 3 4 5

I know the answers to concepts, regardless of the order in

which they are presented. 1 2 3 4 5

Even though I attend class and stay on top of my

homework, I always study for every test. 1 2 3 4 5

I know the material so well, I enjoy taking the test. 1 2 3 4 5


26

SCORING Part I: An attitude of 17 or below will handicap your ability to succeed in this type of

course.

Part II: A classroom score below 40 will hinder your ability to succeed in this course. Part III: A test preparation score below 45 indicates that you need to improve your

test preparation practices.

Study Skills SQ4R Method

27

SQ4R METHOD

SURVEY, QUESTION, READ, RECITE, RECORD AND REVIEW.

This method is a systematic way to read a text, learn the information and create a study guide for future use. The SQ4R method works best when using a text that has chapter titles and subtitles.

SURVEY Read all title, subtitles, words in italics, words underlined, numbers, maps, charts, and graphs. Read the first paragraph (introduction) and the last paragraph (conclusion).

QUESTION Turn all titles and subtitles into questions. Use the words WHO, WHAT, WHERE, WHY, WHEN, and HOW to create good questions. Write these questions down on the left side of your paper. The questions give you a purpose for reading.

READ Start at the beginning of the text and read each section looking for the answers to your questions. Concentrate on one paragraph at a time. You may occasionally want to create new questions.

RECITE After reading just one paragraph – pause – think about what you’ve read and ask yourself if it answers your question or if it contains important information that begins to answer your question. Say the information in your own words. This is the most difficult part, but the most important. You will learn the information better if you can put it in your own words.

RECORD After reading the entire section, write down the answer to your question on the right side of your paper. Answers should be in your own words and generally in complete sentences. However, at times it may be appropriate to simply list the information. Be sure to include any additional information, keywords, examples, or drawings that will help clarify meaning.

REVIEW When you are done with the chapter you should go back and review your questions and answers in your notes. This is a good time to clarify any difficult information or fill‐in any missing information. Try to answer your questions verbally and see what you remember and what you need to study.

Study Skills Textbook Marking

28

TEXTBOOK MARKING

Create a common system for marking and prepare a chart to use as a reference. Use abbreviations, numbers, and symbols to mark your text quickly and efficiently.

Type of Marking Example

Circle unknown words …redressing the apparent asymmetry of the relationship…

Mark definitions To say that the balance of power favors one party over another is to introduce disequilibrium

Mark examples …concessions may include negative sanctions, trade agreements…

Number lists of ideas, causes, reasons, or events

…components of power include self‐image, population, natural resources, and geography.

Use asterisks to set off important questions

Power comes from three primary sources…

Put question marks next to confusing part of the text

War prevention occurs through institutionalization of mediation

Make notes in the margin to yourself

Power is the ability of an actor on the international stage to

Mark possible test questions There are several key features in the relationship

Write important comments noting agreement/disagreement, differences/similarities, or possible ideas for papers

Write important comments noting disagreement/disagreement, differences/similarities, or possible ideas for papers

Mark summary statements …the greater the degree of conflict, the more intricate will be…

Study Skills Homework and Study Guide

29

HOMEWORK SCHEDULE AND STUDY GUIDE

APPROPRIATE HOMEWORK SCHEDULE & BETTER STUDY HABITS In order to retain important information in your long‐term memory you must consistently review class notes, homework, and textbook chapters. To become a better student practice the following homework and study chart below.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Review Friday homework and class notes

Organize and study for upcoming tests.

Work on any long‐term projects or assignments

Go to Monday classes

Do Monday homework

Review Thursday homework and class notes

Go to Tuesday classes

Do Tuesday homework

Review Monday homework and class notes

Go to Wednesday classes

Do Wednesday homework

Review Tuesday homework and class notes

Go to Thursday classes

Do Thursday homework

Review Wednesday homework and class notes

Go to Friday classes

Do Friday homework

Review Thursday homework and class notes

Review Thursday & Friday homework

and class notes

Work on any long‐term projects or assignments

Organize your school work

Always do homework assignments. Reviews should be done every night. Reviews consist of rereading and clarifying class notes, skimming previous chapters, and creating good study guides for future use.

SUGGESTIONS: Set aside a block of time each day to do homework and review. Find a quiet place to work. Be sure this quiet place is comfortable and well lit. Have all the materials you need (pens, pencils, erasers, white out, paper, notebooks, textbooks, dictionary, etc.)

Once you adopt better study habits, remembering information will become much easier. You will begin to perform better in class and on exams.

Study Skills To Do List

30

THINGS TO DO!

Here is a simple way to keep track of what you need to do! When an assignment is given or you have looked at the syllabus and know something is due, write it here and cross off each completed assignment.

1.______________________________________ 2.______________________________________ 3.______________________________________ 4.______________________________________ 5.______________________________________ 6.______________________________________ 7.______________________________________ 8.______________________________________ 9.______________________________________ 10._____________________________________ 11._____________________________________ 12._____________________________________ 13._____________________________________ 14._____________________________________ 15._____________________________________ 16._____________________________________ 17._____________________________________ 18._____________________________________ 19._____________________________________ 20._____________________________________ 21._____________________________________ 22._____________________________________ 23._____________________________________ 24._____________________________________ 25._____________________________________

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*

BEGINNING OF SEMESTE

R

31

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*‐B

EGINNING OF SEMESTER

Please Print You

r Nam

e ________________________________________

Pe

rforman

ce objective: the

stude

nt w

ill display beh

avior consistent w

ith accep

table em

ployability skills as de

fined

in the

che

cklist

below.

Ra

ting

scale

4 = Co

nsistent excellence

3 = Displays standard

2 = progressing

1 = un

aware of stand

ards

0 = un

acceptable beh

avior

Please rate yourself on

the follo

wing:

4 3

2 1

0

O O

O O

O A

TTEN

DANCE

– M

aintains 100% atten

dance

O O

O O

O P

UNCT

UALITY – On tim

e 100%

of tim

e O O

O O

O P

ERSEVE

RANCE

– Atten

ds to

tasks; con

tinue

s un

til com

pleted

O O

O O

O LISTENING – Receives, atten

ds to

,” listen

s to learn,” respon

ds effectiv

ely to verbal m

essages

O O

O O

O SPEAKING – Organizes ideas and presen

ts th

em logically, clearly, and

con

cisely

O O

O O

O INITIATIVE

– Finds work to do with

out b

eing

told; is self‐motivated

O O

O O

O R

ELIABILITY – Atten

ds to

assigne

d tasks un

til com

pleted

, with

out con

stant sup

ervision

O O

O O

O A

DAPTABILITY – adjusts to

changes in

sched

ules, new

or difficult job

assignm

ents

O O

O O

O SAFETY CONSCIOUS – Observes safety rule, re

gulatio

ns, and

equ

ipmen

t use

O O

O O

O LEA

DER

SHIP – Und

erstands and

adh

eres to

stand

ards and

leads by

example

O O

O O

O SELF MANAGEM

ENT – Maintain self control, accepts respon

sibility for be

havior

O O

O O

O R

ECEPTIVE

– Ope

n to suggestions fo

r im

provem

ent

O O

O O

O T

EAMWORK

– Ado

pts, encou

rages, and

coo

perates toward attainmen

t of com

mon

goals

O O

O O

O R

ESPECT

– Tolerant o

f others’ views and feelings; cou

rteo

us and

respe

ctful; uses app

ropriate language

O O

O O

O P

ERSO

NAL PR

ESEN

TATION – Groom

ing and dress approp

riate for situation

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*

BEGINNING OF SEMESTE

R

32

O O

O O

O INTEGRITY/HONESTY – Recognizes ethical issue

s; dem

onstrates ho

nesty and trustw

orthiness

O O

O O

O SOCIABILITY

– willingly he

lps othe

rs; establishe

s rapp

ort w

ith co‐workers

O O

O O

O C

RITICA

L TH

INKING – App

lies rules/principles to

process/procedu

re; u

ses logic to draw con

clusions

O O

O O

O P

ROBLEM

SOLVING – Solves prob

lems using reason

ing, creativity

, kno

wledge and past experience

O O

O O

O T

IME MANAGEM

ENT – Ability to set priorities an plan

time to m

eet d

eadlines

O O

O O

O W

RITTEN

COMMUNICATION – Organizes ideas and inform

ation and presen

ts logically, clearly and

con

cisely

*Revised

From Pierce Co

llege “Workplace Beh

aviors Che

cklist”

Please print you

r name_________________________________________

What a

re th

e three areas listed on

the survey th

at you

con

side

r your greatest stren

gths?

After rating yourself, please indicate th

ree categories listed

in th

e survey th

at you

want to concen

trate on

improving?

Write a paragraph

describing your strategy for achieving im

provem

ent in the areas you iden

tified.

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*

MID‐SEM

ESTE

R RE

VIEW

33

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*‐M

ID‐SEM

ESTER RE

VIEW

Please Print You

r Nam

e ________________________________________

Pe

rforman

ce objective: the

stude

nt w

ill display beh

avior consistent w

ith accep

table em


fined

in the

che

cklist

below.

Ra

ting

scale

4 = Co

nsistent excellence


2 = progressing

1 = un

aware of stand

ards

0 = un

acceptable beh

avior


the follo

wing:

4 3

2 1

0 O O

O O

O A

TTEN

DANCE

– M

aintains 100% atten

dance

O O

O O

O P

UNCT

UALITY – On tim

e 100%

of tim

e O O

O O

O P

ERSEVE

RANCE

– Atten

ds to

tasks; con

tinue

s un

til com

pleted

O O

O O


ds to

,” listen


ds effectiv

ely to verbal m

essages

O O

O O


ts th


con

cisely

O O

O O

O INITIATIVE


out b

eing


O O

O O

O R


ds to

assigne

d tasks un

til com

pleted

, with

out con

stant sup

ervision

O O

O O

O A


changes in

sched

ules, new

or difficult job

assignm

ents

O O

O O


gulatio

ns, and

equ

ipmen

t use

O O

O O

O LEA

DER

SHIP – Und

erstands and

adh

eres to

stand

ards and

leads by

example

O O

O O

O SELF MANAGEM


sibility for be

havior

O O

O O

O R

ECEPTIVE

– Ope

n to suggestions fo

r im

provem

ent

O O

O O

O T

EAMWORK

– Ado

pts, encou

rages, and

coo


t of com

mon

goals

O O

O O

O R

ESPECT

– Tolerant o


rteo

us and

respe

ctful; uses app

ropriate language

O O

O O

O P

ERSO

NAL PR

ESEN

TATION – Groom


riate for situation

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*

MID‐SEM

ESTE

R RE

VIEW

34

O O

O O


s; dem

onstrates ho

nesty and trustw

orthiness

O O

O O

O SOCIABILITY

– willingly he

lps othe

rs; establishe

s rapp

ort w

ith co‐workers

O O

O O

O C

RITICA

L TH

INKING – App


process/procedu

re; u


clusions

O O

O O

O P

ROBLEM


lems using reason

ing, creativity

, kno


O O

O O

O T

IME MANAGEM


time to m

eet d

eadlines

O O

O O

O W

RITTEN


ation and presen


con

cisely

*Revised

From Pierce Co


aviors Che

cklist”

Please print you

r name_________________________________________

What w

ere the three areas listed on

the survey th

at you

initially con

side

red your greatest stren

gths?

Have these skills remaine

d your stren

gths? Have you de

velope

d othe

r strengths? Explain.

What w

ere the three categories listed

in th

e survey th

at you

wanted to con

centrate on im

proving?

Are you

improving? W

hat o

ther categories do

you

now

want to address? Explain.

What strategies for achieving im

provem

ent w

ork be

st fo

r you?

Are th

ere othe

r strategies you

wou

ld like to

try? Explain.

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*

END OF SEMESTE

R

35

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*‐E

ND OF SEMESTE

R Please Print You

r Nam

e ________________________________________

Pe

rforman

ce objective: the

stude

nt w

ill display beh

avior consistent w

ith accep

table em


fined

in the

che

cklist

below.

Ra

ting

scale

4 = Co

nsistent excellence


2 = progressing

1 = un

aware of stand

ards

0 = un

acceptable beh

avior


the follo

wing:

4 3

2 1

0 O O

O O

O A

TTEN

DANCE

– M

aintains 100% atten

dance

O O

O O

O P

UNCT

UALITY – On tim

e 100%

of tim

e O O

O O

O P

ERSEVE

RANCE

– Atten

ds to

tasks; con

tinue

s un

til com

pleted

O O

O O


ds to

,” listen


ds effectiv

ely to verbal m

essages

O O

O O


ts th


con

cisely

O O

O O

O INITIATIVE


out b

eing


O O

O O

O R


ds to

assigne

d tasks un

til com

pleted

, with

out con

stant sup

ervision

O O

O O

O A


changes in

sched

ules, new

or difficult job

assignm

ents

O O

O O


gulatio

ns, and

equ

ipmen

t use

O O

O O

O LEA

DER

SHIP – Und

erstands and

adh

eres to

stand

ards and

leads by

example

O O

O O

O SELF MANAGEM


sibility for be

havior

O O

O O

O R

ECEPTIVE

– Ope

n to suggestions fo

r im

provem

ent

O O

O O

O T

EAMWORK

– Ado

pts, encou

rages, and

coo


t of com

mon

goals

O O

O O

O R

ESPECT

– Tolerant o


rteo

us and

respe

ctful; uses app

ropriate language

O O

O O

O P

ERSO

NAL PR

ESEN

TATION – Groom


riate for situation

WORK

PLACE

BEH

AVIORS

CHEC

KLIST*

END OF SEMESTE

R

36

O O

O O


s; dem

onstrates ho

nesty and trustw

orthiness

O O

O O

O SOCIABILITY

– willingly he

lps othe

rs; establishe

s rapp

ort w

ith co‐workers

O O

O O

O C

RITICA

L TH

INKING – App


process/procedu

re; u


clusions

O O

O O

O P

ROBLEM


lems using reason

ing, creativity

, kno


O O

O O

O T

IME MANAGEM


time to m

eet d

eadlines

O O

O O

O W

RITTEN


ation and presen


con

cisely

*Revised

From Pierce Co


aviors Che

cklist”

Please print you

r name_________________________________________

In th

e survey don

e earlier in th

e semester, you

indicated em

ployability skills th

at you

wanted to im

prove. W

hat w

as th

e skill in

which

you made the most p

rogress and ho

w did you

accom

plish this progress?

What d

id you

learn abou

t you

rself throu

gh working

on a team

?

37

PORTFOLIOS

CAP100 Computer Essentials Skills Learned Check sheet

From the textbook: Performing with Microsoft Office XP, Projects for the Entrepreneur Iris Blanc, Cathy Vento, Thompson Course Technology

SKILLS LEARNED CHECK SHEET A cover sheet that contains the following information should precede each work sample included in your portfolio:

Name:

Today’s date:

Work sample or project sample:

Description of work or project sample included:

If this was a team project, list team members:

1.

2.

3.

Date item was completed:

What was the goal of the project or work sample?

What technical skills did you use in completing this work sample?

Explain what you learned by completing this work sample.

38

GRADING RUBRICS FOR APPLICATIONS MS WORD 2007 UNIT A – GETTING STARTED WITH WORD 2007, WORD 1 – 24

_____ Tutorial, WORD 1 – 17 Print: Vietnam Tour Memo Wim Fax _____ Independent Challenge, 1 – WORD 21 Print: Edo Letter Name: ______________________________________ Due date: ___________________________

Grading Rubric – Word 2007 Word Unit A, Tutorial

Description: Vietnam Tour Memo Pts Score “Memorandum” text is enlarged, bold and centered 10 Two blank lines entered after “Memorandum” 5 Student’s name entered in “From” line 5 TO, FROM, DATE and RE headings are bold 5 Text matches Figure A‐10. All text replacements have been made. 15 Bottom border added below RE line 5 File is printed 5 TOTAL POSSIBLE POINTS: 50 Description: Wim Fax Pts Score Today’s date is shown 5 Student’s name entered on FROM line 5 Text entered in vertical bar 10 Text under TO, FROM, PAGES, RE, and COMMENTS heading matches Figure A‐14 15 URGENT box is checked 5 File is printed 10 TOTAL POSSIBLE POINTS: 50

Word Unit A, Independent Challenge 1 Description: Edo Letter Pts Score Personal letterhead entered and formatted with bold, centering, and a bottom border

10

Date entered three lines below letterhead 5 Inside address entered four lines below the date 5 Salutation entered two lines below inside address 5 First paragraph includes thanks for interview, restates interest 5 Second paragraph describes work samples enclosed 5 Final paragraph included 5 Closing added two lines below last paragraph, student name typed three lines below closing, and “Enclosures” included two lines below name

5

File is printed 5 TOTAL POSSIBLE POINTS: 50

39

MS WORD 2007 UNIT B – EDITING DOCUMENTS, WORD 25 – 48

_____ Tutorial, WORD 25 – 41 Print: Wanderlust PR Wanderlust PR Public _____ Independent Challenge, 1 – WORD 45 Print: Lyric Fundraising Letter Lyric Fundraising Letter Advance Challenge Name: ______________________________________ Due date: ___________________________________

Grading Rubric – Word 2007

Word Unit B, Tutorial Description: Wanderlust PR Pts Score “Travelogue” replaced “Luncheon” text (note match case is used) 5 Student name entered as contact 5 “Inaugural” spelled correctly (first paragraph) 5 “Numerous” replaces “innumerable in first paragraph, and “prominent” replaces “noted” in third paragraph

5

“San Diego Union…” sentence moved to end of second paragraph 5 “Gilbert Coonan” text pasted in third paragraph 5 “Wanderlust Travelogue” text formatting matches surrounding text (third paragraph)

5

“A detailed schedule” sentence moved to end of third paragraph, and “This is the first event” sentence moved to beginning of third paragraph

5

“Ticket prices” sentence pasted at end of fourth paragraph 5 “Are” changed to “is in membership cost sentence (last paragraph) 5 TOTAL POSSIBLE POINTS: 50 Description: Wanderlust PR Public Pts Score Student name entered as contact, and hyperlink added to student’s email address with the subject “Wanderlust Travelogue Series”

5

“Gaslamp Quarter” text is a hyperlink to www.gaslamp.org (second paragraph) with ScreenTip text “Map, parking and other information about the Gaslamp Quarter” added

20

“Detailed schedule” text is a hyperlink to www.questspecialtytravel.com 20 Standard document property information is removed, and document is prepared as final

5

TOTAL POSSIBLE POINTS: 50

40

Word Unit B, Independent Challenge 1

Description: Lyric Fundraising Letter Pts Score Theatre name and address, date, inside address, and salutation match Figure B‐19

3

All instances of “Wellington” replaced with “Hobart” 5 All instances of “Town Hall” replaced with “Lyric” 5 “New Zealanders” replaced with “Tasmanians” 5 “The Hobart Lyric Theatre…” is the second body paragraph 5 Signature block includes student’s name and title “Executive Director” 2

TOTAL POSSIBLE POINTS: 25 Description: Lyric Fundraising Letter Advanced Challenge Exercise Pts Score Theatre name and address, date, inside address, and salutation match Figure B‐19

5

All instances of “Wellington” replaced with “Hobart” 2 All instances of “Town Hall” replaced with “Lyric” 2 “New Zealanders” replaced with “Tasmanians” 2 “The Hobart Lyric Theatre…” is the second body paragraph 2 Signature block includes student’s name and title “Executive Director” 2 Document title “Hobart Lyric Theatre” added with keyword fundraising 5 Student added as author 2 Property named “Project” with value “Capital Campaign” added 3 TOTAL POSSIBLE POINTS: 25

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MS WORD 2007 UNIT C – FORMATTING TEXT AND PARAGRAPHS, WORD 50 – 76 _____ Tutorial, WORD 50 – 67 Print: Last Minute Deals

_____ Independent Challenge, 1 – WORD 72 Print: Jermanok Construction Name: ______________________________________ Due date: _____________________________

Grading Rubric – Word 2007 Word Unit C, Tutorial

Description: Last Minute Deals Pts Score Student’s name and date right‐aligned 5 “Quest Specialty Travel” title formatted in 22‐point Trebuchet MS, bold, blue, centered

5

Title formatted in 48‐point red, centered, with a shadow effect and a character scale of 80%, with 12 points of space added before the paragraph

10

First paragraph formatted in italics, justified, with 1.15 line spacing 10 Double‐line, 1 ½ point, dark blue, box border added to Trip list. Headings formatted in red, small caps, and trips formatted in bold, dark blue.

10

Trip list formatted with 1.5 line spacing, aligned with tabs at the 1”, 3.5” and 5.5” marks. Dotted leaders are added to the trips.

15

Body text formatted in 12‐point Garamond 5 Quotation indented 1/2” from left margin 5 Subheads formatted in Trebuchet MS, bold, italic, red 5 Headings formatted in 14‐point Trebuchet MS, bold, dark blue, with 6 points of space added after the paragraph

10

3‐day add‐ons are numbered, and numbers are bold 5 Arrangements list is formatted with check mark bullets 5 Three numbered footnotes added 10 TOTAL POSSIBLE POINTS: 100

Word Unit C, Independent Challenge 1 Description: Jermanok Construction Pts Score Letterhead formatted to match Figure C‐28 5 “Proposal” text formatted in 14‐point Arial Black, centered 5 Date, Work to be performed, Scope of work, Payment schedule, and Agreement headings in 11‐point Arial Black

5

List formatted with 4 points of space after each paragraph. Dotted line tab leaders precede prices, which are aligned with a right tab stop at the 6 ¼” mark.

5

List formatted as numbered list, with bold applied to the numbers 5 Bold also applied to two lines below list 5 Signature block indented using tabs to the 3 ¼” mark 5 TOTAL POSSIBLE POINTS: 35

42

UNDERSTANDING ESSENTIAL COMPUTER CONCEPTS: REAL LIFE INDEPENDENT CHALLENGE

Adaptation of text assignment, page Concepts 31 Scenario You are a lucky student:

• Your “rich aunt,” who is very proud that you are going to college, has offered you a $2000.00 gift to be spent on a computer and the software you will need to complete your education.

• You have studied your text and know all that you need to know to be a smart consumer. Your task: 1. Do some research to get the best equipment for the best price.

• Use the Internet to access the web sites of several computer manufacturers such as Dell, IBM, Hewlett‐Packard, Apple, Gateway, or others of your choice.

• Customize (don’t take an off‐the‐shelf or off‐the‐sale‐on‐the‐home‐page computer and do not “build” a computer from a variety of components you can find from different manufacturers on the Web) a new desktop or laptop computer that will meet your needs as a student for the next few years. You should consider at least the following:

o Productivity software: seriously consider MS Office Professional; if you select another product you should defend your choice carefully.

o Security software o Processor o Operating system o RAM o Drives

Hard drive capacity Storage devices/media

o I/O hardware Keyboard/mouse Display/speakers Printer Adapter cards

o Other: wireless networking, the new all‐in‐one desktops

• Print the Web page(s) for the computer components of your choice. If you elect to purchase your productivity software directly from Microsoft instead of with your customization of your computer, you should print that Web page as well.

2. Write a short report using MS Word to your “aunt” explaining your choice of computer

equipment. Be sure to give detailed defense of your selection of the components; e.g., I selected 512 MB RAM because… or I need two USB ports for …

3. Attach the Web printouts to the back of your report and submit Disclaimer: this assignment is a hypothetical activity; your rich aunt, AKA Hudson, will not be distributing $2000 to any students. �

43

.Do your sho

pping on

line. Try com

puter manufacturers such as Dell, H‐P, and

Son

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hese are suggestions!)

Yo

ur Req

uiremen

ts

Compu

ter Man

ufacturer 1

Bran

d:

Compu

ter Man

ufacturer 2

Bran

d:

Compu

ter Man

ufacturer 3

Bran

d:

Windo

ws Vista (Editio

n)

Office 20

07 (E

ditio

n)

Processor

(brand

and

speed)

RAM (amou

nt)

Vide

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M (amou

nt)

Hard disk (size)

Mon

itor (type and size)

Printer (type and speed)

Speakers

Antivirus softw

are

Firewall

(softw

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router

with

bu

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Price

Add

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Total Price

44

Grading Rubric

Mention Component

Defend Selection

Components to be included in computer customization

Productivity software: seriously consider MS Office Professional; if you select another product you should defend your choice carefully.

Security software Processor Operating system RAM Drives Hard drive capacity Storage devices/media I/O hardware Keyboard/mouse Display/speakers Printer Adapter cards Other: wireless networking, the new all‐in‐one desktops

45

GRADING RUBRICS FOR APPLICATIONS

MS EXCEL 2007 UNIT A – GETTING STARTED WITH EXCEL 2007, EXCEL 1 – 24

NOTE: to show formulas: hold down [Ctrl] key and tap [~] key. _____ Tutorial, EXCEL 1 – 17, “Tour Guide Payroll Calculator” Print: Worksheet Formulas _____ Independent Challenge, 1 – Excel 20 —21, “Real Estate Listings” Print: Worksheet Formulas

Total _____ Name: ______________________________________ Due date: ___________________

Grading Rubric – Excel 2007 Excel Unit A, Tutorial

Description: Tour Guide Payroll Calculator Pts Score "Peter" spelled correctly in cell A5, and "Maez, Javier" entered in cell A9 5 Cell B6 contains the value 38 5 Cell G5 contains the formula =E5+F5, result is 750 5 Cell F5 contains the formula =C5*(2.5*D5), result is 150 5 "Peter" spelled correctly in cell A5, and "Maez, Javier" entered in cell A9 5 Cell B6 contains the value 38 5 Cell C12 contains the value 4, and cell C13 contains the value 6 5 "Totals" entered in cell A15 5 Cells B15:G15 sum range above. Results match Figure A‐8. 5 Cell C18 contains "Average Gross Pay" 5 Student name entered in cell A21 5 Text deleted from cells A1:G2. Left header includes "Quest Specialty Travel," center header includes "Tour Guide Payroll Calculator," and right header includes "Week 32."

5

TOTAL POSSIBLE POINTS: 60 Excel Unit A, Independent Challenge 1

Description: Real Estate Listings Pts Score Text entered in columns A, C, D and E matches Table A‐4 10 Cells C6:E6 sum cells above. Price totals 1445500, Bedrooms totals 12, and Bathrooms totals 11.5.

20

Center header includes a title and right header includes student's name 10 TOTAL POSSIBLE POINTS: 40

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MS EXCEL 2007 UNIT B – WORKING WITH FORMULAS AND FUNCTIONS, EXCEL 25 – 50

NOTE: to show formulas: hold down [Ctrl] key and tap [~] key. _____ Tutorial, EXCEL 26 – 41, “Tour Revenue Analysis” Print: Worksheet Formulas _____ Independent Challenge, 1 – Excel 46, “Estimated Diner Expenses” Print: Worksheet Formulas

Total _____ Name: ______________________________________ Due date: __________________________________

Excel Unit B, Tutorial Description: Tour Revenue Analysis Pts Score Cells H4:H11 calculates 20% increase for each country's revenues, using absolute cell reference to cell I1 (value 1.2). Example: H4=F4*$I$1

5

Cells in Total column sum 4 quarters revenue by country (example: F4=SUM(B4:E4))

5

20% rise calculated for Quarters 1‐4 in cells B14:E14. Cells are rounded, no decimal places (example: B14=ROUND(B12+B12*0.2,0)).

10

Average calculated for Quarters 1‐4 in cells B15:E15 (example: B15=AVERAGE(B4:B11))

5

Maximum value calculated for Quarters 1‐4 in cells B16:E16 (example: B15=MAX(B4:B11)). Minimum value calculated for Quarters 1‐4 in cells B17:E17 (example: B17=MIN(B4:B11)).

10

30% rise calculated for cells B21:E21 (example: B21=B12*1.3) 10 Cells B3:E3 copied to cells B20:E20 5 TOTAL POSSIBLE POINTS: 50

Excel Unit B, Independent Challenge 1 Description Estimated Diner Expenses Pts Score Monthly expense data entered into cells B4:B10 5 Projection increase of .15 entered in cell I1 5 Cells B3:C3 copied to cells E3:F3 5 Cells C4:C11 and C13 calculate annual expenses (example: C4=B4*12) 10 Cells B11 and C11 sum monthly and annual expenses, respectively 5 Cells E4:F11 calculate monthly and annual expenses with a 15% increase (example: E4=B4*$I$1+B4)

10

Cell A14 contains label "Profit/Loss" 5 Cells B14:C14 subtract expenses from sales to calculate profit/loss 5 TOTAL POSSIBLE POINTS: 50

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MS EXCEL 2007 UNIT C – FORMATTING A WORKSHEET, EXCEL 51 – 78 NOTE: to show formulas: hold down [Ctrl] key and tap [~] key.

_____ Tutorial, EXCEL 52 – 69, “QST Advertising Expenses” Print: Worksheet Formulas _____ Independent Challenge, 1 – Excel 73, “Lovely Locks Inventory” Print: Worksheet Formulas

Total _____ Name: ______________________________________ Due date______________________________

Excel Unit C, Tutorial Description: QST Advertising Expenses Pts Score14‐Mar‐01 date format applied to cells B4:B31; 14‐Mar date format applied to cells C4:C31 5 "Billboard" replaced with "Sign" and concepts spelled correctly 5 Cells E4:E32 formatted with Accounting Number Format 5 Cells G4:I32 formatted with the Comma Style 5 J1 and K1 formatted in the Neutral cell style 5 Cells A1:I1 are merged and centered, formatted in 24‐point Times New Roman, bold, filled with light blue and 6.25% gray pattern, and with a thick bottom border

5

Cells A3:J3 formatted in 14‐point, blue Times New Roman font with bold, underline, and center formatting applied

5

Cells I4:I30 formatted with Green Data Bar conditional formatting 5 Values between 2000 and 4000 in cells G4:G30 formatted with light red fill and dark red text 5 Columns F‐I are the same width: Columns A, B, C, D and J resized to show all content 5 Hats row (row 27) deleted; Row 31 is blank, with totals in row 32 5 First sheet in workbook is "Budget," with light blue tab. Second sheet in workbook is "Actual." "Actual" worksheet set in landscape layout, with student name added to left header

5

TOTAL POSSIBLE POINTS: 60

Description: Lovely Locks Inventory Pts Score Cells A3:F3 are bolded: Cells A4:A14 are italicized, with an outside border 5 Price Paid column formatted with Comma style, 2 decimal places 5 Cells D4:D14 are formatted with yellow fill when quantity is less than 20. An icon set conditional format is also applied.

5

Cells E4:E14 multiply Price Paid by On Hand values, and are formatted in the Comma Style 5 Pins row deleted 5 Nail files row (row 5) with correct data added 5 Cells F4:F14 calculate sale price using absolute reference to markup value (cell I1). Cells formatted in Accounting Number Format with 2 decimal places.

5

Column widths adjusted as necessary 5 TOTAL POSSIBLE POINTS: 40

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MS EXCEL 2007UNIT D – WORKING WITH CHARTS, EXCEL 79 – 104 NOTE: to show formulas: hold down [Ctrl] key and tap [~] key.

_____ Tutorial, EXCEL 80 – 95, “Quarterly Tour Revenue” Print: Worksheet and chart _____ Independent Challenge, 1 – Excel 99 – 100, “Springfield Theater Group” Print: Worksheet and charts

Total _____ Name: ______________________________________ Due date: _________________________________

Excel Unit D, Tutorial Description: Quarterly Tour Review Pts Score Clustered Column chart with Countries on horizontal axis and revenues on vertical access added to worksheet

5

Shadow (offset to bottom right) applied to chart title, "Quarterly Tour Revenue" 5 "United States" replaced "USA" in cell A12. Cell C12 value is 75,432.99 and cell C14 value is 84,295.27.

5

"Great improvement" text box added to top left of chart. Blue arrow, 1 1/2 pt weight, added pointing to India Quarter 2 data point.

5

Column chart resized and repositioned below worksheet data (see Figure D‐7) 5 Vertical axis title "Revenue (in $)" entered, and axis labels formatted in Times New Roman, 8‐point font

5

Horizontal axis title "Tour Countries" entered, and axis labels formatted in Times New Roman, 8‐point font

5

Major and minor horizontal gridlines added to plot area 5 Quarter 4 data series color changed to orange and Quarter 3 data series formatted with Moderate Effect ‐ Accent 3 style

5

Pie chart, showing revenue totals by country added to the right of the worksheet data. Chart is formatted in Layout 2.

5

India data point exploded from pie 5 Worksheet set to print in landscape, fitting to one page 5 TOTAL POSSIBLE POINTS: 60

Excel Unit D, Independent Challenge 1 Description: Springfield Theater Group Pts Score Clustered column chart created below data 5 Chart title "Types and Number of Plays" added 5 Color changed for one data series 5 Chart includes legend 5 Vertical axis "Number of Plays" and horizontal axis "Play Types" entered 5 One pie chart and one additional chart created, each on its own sheet 5 Sheets named according to type of chart 5 New charts formatted appropriately 5 TOTAL POSSIBLE POINTS: 40

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MS POWERPOINT 2007 UNIT A – CREATING A PRESENTATION IN POWERPOINT 2007, PAGES PPT 2 – 24

Tutorial, Quest A, PPT 2 ‐ 17 Print as directed PPT 16‐17 Independent Challenge 1, Resource Industries, PPT 21 Print: Handouts: 6 slides per page

Name: ______________________________________ Due date: _______________________________

PowerPoint Unit A Tutorial

Description: Quest A Pts Score Title slide includes presentation title, student’s name, title, and “Quest Specialty Travel”

5

Solstice theme applied 5 Presentation contains two slides 10 Two Content slide layout applied to slide 2 5 Title entered on slide 2 5 Text entered in left placeholder on slide 2. Text entered as 3 first‐level bulleted items and 3 second‐level bulleted items.

10

Presentation printed in black and white as handouts with 3 slides to a page 10 TOTAL POSSIBLE POINTS: 50 Description: Resource Industries Slide 1 includes presentation title and subtitle text 5 Equity design theme applied 5 Presentation contains 3 slides 25 Slide 2 formatted with Comparison layout and text from Figure A‐19 entered

5

Slide 3 formatted with Title and Text layout and text from Figure A‐20 entered

5

Presentation printed as slides with 6 slides per page 5 TOTAL POSSIBLE POINTS: 50

50

MS POWERPOINT 2007 UNIT B – MODIFYING A PRESENTATION, PAGES PPT 25 – 48 Tutorial, Quest B, PPT 26 ‐ 41 Print as Handouts: 6 slides per page Independent Challenge 1, WATC 2011, PPT 45 Print: Handouts: 3 slides per page

Name: ______________________________________ Due date: ___________________________

PowerPoint Unit B Tutorial

Description: Quest B Pts Score Presentation includes 4 slides 5 Slide 1 footer includes the text “Explore with us…learn from the world” 5 Slides 2‐4 include footer text with date (formatted as “February 20, 2010”), the student’s name, and the slide number

5

Slide 3 includes title “Tour Strategy Objectives” and bulleted text (3 first‐level bullets and 3 second‐level bullets)

5

Slide 3 includes two chevron shapes using the Moderate Effect – Accent 2, with a Divot effect

5

“Aim” added to the left chevron and “Higher” added to the right chevron. Shapes are grouped, sized and positioned as shown in Figure B‐12.

5

“Utilize” spelled correctly on slide 3 5 Slide 4 contains the title “Focus Group Data Analyzed” 5 “Trends,” “Major Findings” and “Conclusions” formatted as Smart Art graphic using the Alternating Flow layout and the Powder style

5

Presentation slides are printed with a frame around each page 5 TOTAL POSSIBLE POINTS: 50 Description: WTAC 2011 Text entered in Outline tab as bulleted list on Commitment to Excellence slide

5

Verve design theme applied 5 Font color of each play name on Slide 3 changed to Yellow 5 Bulleted list on Slide 5 changed to Basic Cycle Smart Art graphic layout; Polished SmartArt Style applied.

10

Insert notes on two slides 5 Spell check 5 Add your name as footer on notes and handouts 5 Print as Handouts 3 slides per page 5 Print presentation outline 5 TOTAL POSSIBLE POINTS: 50

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MS POWERPOINT 2007 UNIT C – INSERTING OBJECTS INTO A PRESENTATION, PAGES PPT 49 – 72

Tutorial, Quest C, PPT 50 ‐ 65 Print as Handouts: 6 slides per page Independent Challenge 1, Casey, PPT 69 Print: Handouts: 6 slides per page

Name: ______________________________________ Due date:______________________

Description: Quest C Pts Score Slide 1 footer text styled with the Tight Reflection WordArt style 5 WordArt font size increased, and object repositioned to match Figure C‐15 5 ClipArt inserted and positioned on slide 2 as shown in Figure C‐4. The clip is formatted with a 3 pt aqua border.

5

Slides 5‐7 contain text related to focus groups, inserted from Microsoft Word outline 5 Slide 5 titled “Focus Group Analysis – Trends” 5 Slide 6 titled “Focus Group Analysis – Findings” 5 Slide 7 titled “Focus Group Analysis – Conclusions” 5 Slide 8 includes the beach picture. The picture is cropped and formatted with a drop shadow style.

5

Slide 8 includes a text box to the right of the beach picture. The text is formatted in italics, and positioned as shown in Figure C‐8.

5

Slide 9 includes a clustered column chart with 3 data series: Safety, Price, and Experience

5

Safety, Price and Experience are shown on the Category axis, and percentages on the Value axis

5

Each data series includes three data points: 2 Years Past, Last Year, and This Year 5 Slide 10 includes a table with 4 columns and 5 rows. Data entered matches Figure C‐14. 5 Table formatted with the Dark Style 1 – Accent 6 format, with text centered vertically in each cell and with the Cool Slant 3‐D effect applied

5

Print 6 (six) slides per page 5 TOTAL POSSIBLE POINTS: 75 Description: Casey Pts Score Insert your name as footer on all notes, handouts; Apply Oriel Design Theme 5 Insert a clustered column chart on Slide 6, enter data from Table C‐4, page 69; format chart using style 27

5

Apply 3 Advanced Challenge steps to chart using Chart Tools. 5 Insert Clip Art of scales on Slide 2 5 Slide 3: Align objects on top and distribute objects horizontally 5 Print 6 (six) slides per page TOTAL POSSIBLE POINTS: 25

52

MS POWERPOINT 2007 UNIT D – FINISHING A PRESENTATION, PAGES PPT 73 – 96 Tutorial, Quest D, Quest D Template, PPT 74 ‐ 89 Print as Handouts: 6 slides per page Independent Challenge 1, Turner Travel, PPT 93 Print: Handouts: 6 slides per page

Name: ______________________________________ Due date: _________________________________

Description: QuestD Pts Score QST logo with a transparent background added to slide master. Logo appears in the upper left corner of all slides.

5

All slides have the Box In transition at medium speed applied. The timing between slides set to 8 seconds.

5

Left graphic of slide master formatted with a gradient fill, progressing from dark to light starting from the bottom

5

Properties shown in Figure D‐11 added to the presentation 5 Fade animation applied to 1st level paragraphs on slide 2 5 Glide Entrance Effect applied to the arrow object on slide 3 5 Breeze sound applied to slide 8 5 Notes deleted from slides 8, 9 and 10 and off slide object deleted 5 Print 6 slides per page TOTAL POSSIBLE POINTS: 40 Description: QuestD Template Pts Score Template includes 2 slides 5 Text deleted from slide 1 and replaced with “QST Template” in title placeholder and “Subtitle text here” in subtitle placeholder

5

Title and Content layout applied to slide 2 5 Clip art and the text in the text objects deleted from slide 2 5 Slide 2 title placeholder includes the text “Slide title Here” 5 Slide 2 content placeholder includes the bulleted text “Bulleted list” twice 5 Print 6 slides per page TOTAL POSSIBLE POINTS: 30 Description: Turner Travel Pts Score Insert your name as footer on all notes, handouts 5 Apply Fade Through Black slide transitions to all slides 5 Apply Entrance Glide animation to the title text on each slide 5 Apply Emphasis Flicker animation to the bulleted text objects on each slide 5 Apply Entrance Thread animation to the table on Slide 8 5 Apply 10 second slide timing to each slide, change transition speed to Medium 5 Print 6 slides per page TOTAL POSSIBLE POINTS: 30

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TEAMWORK

TEAMWORK POWERPOINT PRESENTATION

Teamwork

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Teamwork

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Teamwork

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Teamwork

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TEAM ROLES PRESENTATION

Teamwork

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DIFFERENCE BETWEEN A GROUP AND A TEAM

Below is a list of the differences that exist between an individual working as part of a group and an individual working as part of a team.

Group Team

Members work independently and they often are not working towards the same goal.

Members work interdependently and work towards both personal and team goals, and they understand these goals are accomplished best by mutual support.

Members focus mostly on themselves because they are not involved in the planning of their group's objectives and goals.

Members feel a sense of ownership towards their role in the group because they committed themselves to goals they helped create.

Members are given their tasks or told what their duty/job is, and suggestions are rarely welcomed.

Members collaborate together and use their talent and experience to contribute to the success of the team's objectives.

Members are very cautious about what they say and are afraid to ask questions. They may not fully understand what is taking place in their group.

Members base their success on trust and encourage all members to express their opinions, varying views, and questions.

Members do not trust each other's motives because they do not fully understand the role each member plays in their group.

Members make a conscious effort to be honest, respectful, and listen to every person's point of view.

Members may have a lot to contribute but are held back because

of a closed relationship with each member.

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Members are encouraged to offer their skills and knowledge, and in turn

each member is able contribute to the group's success.

Members are bothered by differing opinions or disagreements because they consider it a threat. There is not group support to help resolve problems.

Members see conflict as a part of human nature and they react to it by treating it as an opportunity to hear about new ideas and opinions. Everybody wants to resolve problems constructively.

Members may or may not participate in group decision‐making, and conformity is valued more than positive results.

Members participate equally in decision‐making, but each member understands that the leader might need to make the final decision if the team cannot come to a consensus agreement.

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CHARACTERISTICS OF EFFECTIVE TEAMS

The following are eight characteristics of effective teams that were identified by Larson and LaFasto in their book titled Teamwork: What Must Go Right/What Can Go Wrong (Sage Publications 1989). 1. The team must have a clear goal. Avoid fuzzy, motherhood statements. Team goals should

call for a specific performance objective, expressed so concisely that everyone knows when the objective has been met.

2. The team must have a results‐driven structure. The team should be allowed to operate in a manner that produces results. It is often best to allow the team to develop the structure.

3. The team must have competent team members. In the education setting this can be taken to mean that the problem given to the team should be one that the members can tackle given their level of knowledge.

4. The team must have unified commitment. This doesn't mean that team members must agree on everything. It means that all individuals must be directing their efforts towards the goal. If an individual's efforts are going purely towards personal goals, then the team will confront this and resolve the problem.

5. The team must have a collaborative climate. It is a climate of trust produced by honest, open, consistent and respectful behavior. With this climate teams perform well...without it, they fail.

6. The team must have high standards that are understood by all. Team members must know what is expected of them individually and collectively. Vague statements such as "positive attitude" and "demonstrated effort" are not good enough.

7. The team must receive external support and encouragement. Encouragement and praise works just as well in motivating teams as it does with individuals.

8. The team must have principled leadership. Teams usually need someone to lead the effort. Team members must know that the team leader has the position because they have good leadership skills and are working for the good of the team. The team members will be less supportive if they feel that the team leader is putting him/herself above the team, achieving personal recognition or otherwise benefiting from the position.

Stages of Team Growth.

It is important for teacher and students (the team members) to know that teams don't just form and immediately start working together to accomplish great things. There are actually stages of team growth and teams must be given time to work through the stages and become effective. Team growth can be separated into four stages.

Stage 1: Forming. When a team is forming, members cautiously explore the boundaries of acceptable group behavior. They search for their position within the group and test the leader's guidance. It is normal for little team progress to occur during this stage.

Stage 2: Storming. Storming is probably the most difficult stage for the group. Members often become impatient about the lack of progress, but are still inexperienced with working as a team. Members may argue about the actions they should take because they faced with ideas that are unfamiliar to them and put them outside their comfort zones. Much of their energy is focused on each other instead of achieving the goal.

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Stage 3. Norming. During this stage team members accept the team and begin to reconcile differences. Emotional conflict is reduced as relationships become more cooperative. The team is able to concentrate more on their work and start to make significant progress.

Stage 4. Performing. By this stage the team members have discovered and accepted each other's strengths and weaknesses, and learned what their roles are. Members are open and trusting and many good ideas are produced because they are not afraid to offer ideas and suggestions. They are comfortable using decision making tools to evaluate the ideas, prioritize tasks and solve problems. Much is accomplished and team satisfaction and loyalty is high.

Since working as part of a team can improve learning and is a much needed skill in today's workplace, some team exercises should be included in the classroom. With well planned out tasks, careful guidance, and close observation, instructors can make team exercises extremely valuable learning experiences.

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THE EFFECTIVE TEAM MEMBER‐A CHECKLIST FOR SELF ASSESSMENT

Level 1 Seldom

Level 2 Sometimes

Level 3 Often

Level 4 Always

Contribution to Team's Tasks and Completion of Personal Tasks

∙ Participates actively

∙ Models caring about goals

∙ Helps direct the team in setting goals ∙ Does not impede the team’s goal setting

∙ Helps direct team in meeting goals ∙ Does not distract the team from meeting its goals

∙ Thoroughly completes assigned tasks

Discussion Skills and Active Listening

∙ Shares many ideas related to the goals

∙ Encourages all team members to share their ideas

∙ Empathetic to other people’s feelings and ideas

∙ Listens attentively to others

Contribution to Team's Evaluation, Problem‐solving and Cohesion

∙ Encourages team to evaluate how well they are working together

∙ Involves the whole team in problem‐solving

∙ Actively participates in helping the team work better together

Adapted by Charlene Emilian from Hilary McLeod, Peel District School Board and Bellingham Schools Home Page, Kulshan Middle School.

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64

TEAM LOG

TODAY’S DATE: WORK SAMPLE OR PROJECT SAMPLE: TEAM MEMBERS NOT PRESENT: List of Team Members: 1. 2. 3. 4. WHAT WAS THE GOAL OF THE PROJECT OR WORK SAMPLE? WHAT SPECIAL SKILLS DID YOU USE IN COMPLETING THIS WORK SAMPLE? EXPLAIN WHAT YOU LEARNED BY COMPLETING THIS WORK SAMPLE. INSTRUCTOR ASSESSMENT DATE REVIEWED COMMENTS

Team

work

65

Middlesex Com

mun

ity Co

llege

CAP1

00 Com

puter Essentials

R U

BRIC FOR EV

ALU

ATING TEA

M PRE

SENTA

TIONS

Needs W

ork

Accep

table

Goo

d Awesom

e

1

2 3

4

Goa

ls/A

tten

tion

Getting

Device

No stated

goals or

attention getting de

vice

Vaguely form

ed goals /no

clear attention getting

device

Clearly stated

goal of the

presen

tatio

n and the use of an


vice.

Specific goals of th

e presen

tatio

n are

stated

and

a uniqu

e attention

getting de

vice engages th

e audien

ce.

Organ

ization

Aud

ience cann

ot

unde

rstand

presentation

because there is no

sequ

ence of

inform

ation.

Aud

ience has difficulty

following presen

tatio

n be

cause team

jumps

arou

nd.

Team

presents inform

ation in

logical seq

uence which

audien

ce can

follow.

Team

presents inform

ation in

logical, interesting sequ

ence which

audien

ce can

follow.

Subject

Know

ledge

Team

doe

s no

t have

grasp of inform

ation;

and cann

ot answer

questio

ns abo

ut sub

ject.

Team

is uncom

fortable

with

inform

ation and is

able to

answer only

rudimen

tary que

stions.

Team

is at e

ase with

expected

answ

ers to all qu

estio

ns, but

fails to

elabo

rate.

Team

dem

onstrates full know

ledge

(more than

requ

ired

) by answ

ering

all class que

stions with

explanatio

ns

and elaboration.

Graph

ics/

Clipart

Team

uses supe

rfluou

s graphics/clipart or no

graphics

Team

occasionally uses

graphics/clipart that rarely

supp

orts te

xt and

presen

tatio

n.

Team

graph

ics/clipart relate to

text and

presentation.

Team

graph

ics/clipart e

xplain and

reinforce text and

presentation.

Mecha

nics

Presen

tatio

n has four or

more spelling errors

and/or grammatical

errors.

Presen

tatio

n has three

misspellings and

/or

gram

matical errors.

Presen

tatio

n has no

more than

tw

o misspellings and

/or

gram

matical errors.

Presen

tatio

n has no

misspellings or

gram

matical errors.

Team

work

66

Style

Team

uses long

pauses,

reading the

presen

tatio

n, vocal

segregates (u

m., er)

poor eye con

tact,

mon

oton

e

Either flue

nt delivery bu

t reading, or aw

kward

delivery bu

t spo

ntaneo

us

Gen

erally goo

d de

livery and

spon

tane

ity but cou

ld im

prove

Excellent style involving matching

verbal and

non

verbal style, goo

d projectio

n with

infle

ction,

spon

tane

ous speaking

Elocution

Stud

ents m

umble,

incorrectly

prono

unce

term

s, and

spe

ak to

o qu

ietly

for stud

ents in

the back of class to

hear. St

uden

t’s voices are low.

Stud

ent incorrectly

pron

ounces te

rms.

Aud

ience mem

bers have

difficulty hearing

presen

tatio

n.

Stud

ent’s voices are clear.

Stud

ents prono

unce m

ost

words correctly. M

ost

audien

ce m

embe

rs can

hear

presen

tatio

n.

Stud

ents use clear voices and

correct, precise pronu

nciatio

n of

term

s so th

at all audien

ce m

embe

rs

can he

ar presentation.

Team

Roles

Unclear te

am m

embe

r roles

Clear team

roles bu

t un

equal con

tribution

Clear roles, equ

al con

tribution

Clear roles, balanced contribu

tion,

good

transitio

n be

tween presen

ters,

cross reference each other.

Total Points:

FINAL PROJECTS DISNEY INTERNSHIP PROGRAM

67

MIDDLESEX COMMUNITY COLLEGE

CAP 100 FINAL PROJECT:

DISNEY INTERNSHIP PROGRAM

Computer Essentials Project 1, 2, and 3

Use MS Word, Excel, PowerPoint Use Internet research skills Use organizational, collaboration, communication, and critical thinking skills.


68

Projects for CAP100 Computer Essentials

You and three of your fellow students have just returned from an internship in your Hospitality Major at Disney World in Orlando, Florida. You are enrolled in a Computer Essentials Course that emphasizes employability skills and learning skills. You discuss as a group how important what you learned in your internship is and how similar it is to what your instructor is emphasizing. Your enthusiasm for the program in Orlando is contagious so your instructor suggests you find out how your experience could relate to other students in other majors.

Your instructor suggests that you research the parameters of internships and the process for applying and persuade other students to apply.

Your instructor has given you the last two weeks of the semester to complete the project. This is good timing because you will have completed your coursework for the semester and will have gained the learning skills, the technology skills and the communication skills to complete the deliverables for the project.

Before your project begins, your instructor has done research on the internship experience. His/her research found out that the internship would provide students with building many transferable skills such as relationship building, problem solving, written and verbal communication skills, teamwork, leadership, attention to detail, time management, personal empowerment, self‐confidence, responsibility, and cultural sensitivity. He/she has asked you to produce the following deliverables:


69

PROJECT 1: In a Word document, give a general overview of the program benefits

Include majors that are appropriate, educational opportunities A personal combined testimonial from the group about learning skills and employability skills gleaned from your experiences.

Credit any websites you use as reference

USING A WORD TEMPLATE:

Create a brochure explaining as much as you think is appropriate to hand out to your fellow students at the end of the project.

Explain to them how they can get their own Ducktorate or Mousters certificate if they complete courses in the internship!!

Give examples and photos of experiences you had. Include information from at least two news releases. Credit any websites you use as reference

PROJECT 2:

USING EXCEL

Create a budget outlining all of your current expenses per semester to be compared with what the expenses were during your semester internship. Include car expenses, tuition and text books. Use websites as a resource for determining housing costs at Disney World. Include the


70

cost of airfare from Boston to Orlando in your budget from the internship. Your car was left at home during the semester so include public transportation in the second budget.

Print out two separate budgets: One for a normal semester at school and one for the semester internships. Format the budgets attractively using merge and center, different fonts, font sizes, and borders and shading.

Print out a copy of the formulas for each spreadsheet PROJECT 3:

USING POWERPOINT:

Create a PowerPoint slide show to present to the class. Include some of the attractions (in addition to Disney World) that you were able to experience during your stay in Orlando. Also include ones that you did not get to but would like to visit another time.

DELIVERABLES:

INTERNET SKILLS:

Research on Disney websites Research on costs of Airline Reservations from Boston to Orlando Include fares from at least two different airlines.

Research on costs of public transportation in Orlando Research on attractions in the Orlando area. Downloading an application from an appropriate website

WORD SKILLS:

A general overview of the program benefits in a Word document. A brochure of the program using a Word template

EXCEL SKILLS:

Budget that estimates expenses for a semester at your present college Budget that estimates expense for a semester at Disney World

POWERPOINT SKILLS

PowerPoint Presentation that overviews the opportunities for an internship at Disney World Include handout slides.


71

When your team has completed the deliverables you will have demonstrated:

1. The ability to use the Internet, Word, Excel and PowerPoint. ‐‐ Technical skills competencies 2. The team also will have engaged in the following employability skills competencies: Analysis Design/Development Project Management Self‐Learning Task Management Teamwork Problem solving Written and verbal communication Time management

The individual deliverables will be assessed for content, organization, creativity and overall appearance using a rubric for scoring. The employability skills will be team assessed, individually assessed and instructor assessed using a teamwork rubric.


72

PROJECT RUBRIC Exemplary Proficient Partially Proficient

Incomplete POINTS

Contents Project contains all of the required material.

A Word document giving a general overview of the program benefits:

Include educational opportunities, testimonial and websites

A brochure Photos and two news releases

Two budgets including formula printout

PowerPoint slide show

Project contains most of the required material.

Project contains some of the required material.

Project contains little of the required material

20 Points 18 Points 14 Points 12 Points Presentation of deliverables

Deliverables present with exemplary creativity and artistic presentation

Deliverables present with proficient creativity and appropriate presentation.

Deliverables present appropriately and partially the deliverables are included.

Deliverables include some of the required tasks.

15 Points 12 Points 10 Points 8 Points Organization Deliverables are

completely and neatly organized. A reader can easily find things

Deliverables are organized. A reader has little difficulty finding things

Deliverables are fairly well organized. A reader may have a little difficulty finding

Deliverables show some attempt at organization. A reader has difficulty finding things.


73

things 15 Points 12 Points 10 Points 8 Points Mechanics There are no errors in

spelling, punctuation or grammar.

There are few errors in spelling, punctuation or grammar

Errors in spelling, punctuation or grammar are evident

Errors in spelling, punctuation or grammar are numerous

15 Points 12 Points 10 Points 8 Points Skills Learned Cover Sheet for Samples in the Project

Skills learned in each sample are articulated and clear. Skills learned cover sheets for Projects 1, 2 and 3

Skills learned are mostly articulated and cover sheets are included for Projects 1, 2 and 3

Skills learned are somewhat articulated and cover sheets are included for some of the Projects

Skills learned are articulated sometimes and cover pages are not available for all Projects

15 Points 12 Points 10 Points 8 Points Overall Project Impact

The Project demonstrates well the student’s skills, abilities, and knowledge.

The Project helps to demonstrate the student’s skills, abilities, and knowledge.

The Project does little to demonstrate the student’s skills, abilities, and knowledge

The Project does not demonstrate the student’s skills, abilities, and knowledge.

20 Points 18 Points 16 Points 14 Points Total

FINAL PR

OJECT

S DISNEY

INTE

RNSH

IP PRO

GRA

M

74

Middlesex Com

mun

ity Co

llege

CAP1

00 Com

puter Essentials

EV

ALU

ATING TEA

M PRE

SENTA

TIONS

Needs W

ork

Accep

table

Goo

d Awesom

e

1

2 3

4

Goa

ls/A

tten

tion

Getting

Device

No stated

goals or

attention getting

device

Vaguely form

ed goals

/no clear attention

getting de

vice

Clearly stated

goal of the

presen

tatio

n and the use of an


vice.

Specific goals of th

e presen

tatio

n are

stated

and

a uniqu

e attention getting

device engages th

e audien

ce.

Organ

ization

Aud

ience cann

ot

unde

rstand

presen

tatio

n be

cause

there is no sequ

ence

of inform

ation.

Aud

ience has difficulty

following presen

tatio

n be

cause team

jumps

arou

nd.

Team

presents inform

ation in

logical seq

uence which aud

ience

can follow.

Team

presents inform

ation in logical,

interesting sequ

ence which aud

ience can

follow.

Subject

Know

ledge

Team

doe

s no

t have

grasp of inform

ation;

and cann

ot answer

questio

ns abo

ut

subject.

Team

is

uncomfortable with

inform

ation and is

able to

answer only

rudimen

tary

questio

ns.

Team

is at e

ase with

expected

answ

ers to all qu

estio

ns, but

fails to

elabo

rate.

Team

dem

onstrates full know

ledge (m

ore

than

req

uired) by answ

ering all class

questio

ns with

explanatio

ns and

elaboration.

Graph

ics/

Clipart

Team

uses

supe

rfluou

s graphics/clipart or no

graphics

Team

occasionally

uses graph

ics/clipart

that rarely supp

orts

text and

presentation.

Team

graph

ics/clipart relate to

text and

presentation.

Team

graph

ics/clipart e

xplain and

reinforce text and

presentation.

FINAL PR

OJECT

S DISNEY

INTE

RNSH

IP PRO

GRA

M

75

Mecha

nics

Presen

tatio

n has four

or m

ore spelling

errors and

/or

gram

matical errors.

Presen

tatio

n has three

misspellings and

/or

gram

matical errors.

Presen

tatio

n has no

more than

tw

o misspellings and

/or

gram

matical errors.

Presen

tatio

n has no

misspellings or

gram

matical errors.

Style

Team

uses long

pauses, reading

the

presen

tatio

n, vocal

segregates (u

m., er)

poor eye con

tact,

mon

oton

e

Either flue

nt delivery

but reading, or

awkw

ard de

livery bu

t spon

tane

ous

Gen

erally goo

d de

livery and

spon

tane

ity but cou

ld im

prove

Excellent style involving matching verbal

and no

nverbal style, goo

d projectio

n with

infle

ction, spo

ntaneo

us spe

aking

Elocution

Stud

ents m

umble,

incorrectly

prono

unce

term

s, and

spe

ak to

o qu

ietly

for stud

ents in

the back of class to

he

ar.

Stud

ent’s voices are

low. Stude

nt

incorrectly

pron

ounces te

rms.

Aud

ience mem

bers

have difficulty hearing

presen

tatio

n.

Stud

ent’s voices are clear.

Stud

ents prono

unce m

ost w

ords

correctly

. Most a

udience

mem

bers can

hear presen

tatio

n.

Stud

ents use clear voices and correct,

precise pron

unciation of te

rms so th

at all

audien

ce m

embe

rs can

hear presen

tatio

n.

Team

Roles

Unclear te

am

mem

ber roles

Clear team

roles bu

t un

equal con

tribution

Clear roles, equ

al con

tribution

Clear roles, balanced contribu

tion, goo

d transitio

n be

tween presen

ters, cross

reference each other.

Total Points:

Adapted

from

Inform

ation Techno

logy Evaluation Services, N

C Dep

artm

ent o

f Pub

lic Instruction

76

MIDDLESEX COMMUNITY COLLEGE

CAP 100 FINAL PROJECT:

TRIP PLAN

Plan an all expense paid trip to an exotic destination

Use MS Word, Excel, PowerPoint Use Internet research skills Use organizational, collaboration, communication, and critical thinking skills.

CAP 100 Final Project Computer Essentials due ___________, 2009

77

FINAL PROJECT GOAL The goal of this project is to use the technical skills and employability skills learned in class to prepare you for a life situation you may encounter. During this project you will be required to:

1. Use your technical skills to plan a trip: research and plan the trip using the Internet, write a report detailing the trip using MS Word, create a budget detailing trip costs/expenses using MS Excel, and create a presentation to share the results of your research using MS PowerPoint

2. Combine your technical skills with additional employability skills required for success in the workplace, including: a) verbal and written communication skills, b) teamwork – work together to achieve a common goal, c) conflict resolution –resolve individual disagreements regarding priorities, individual roles, commitments, and tasks as they impact a project mission, d) time management, and e) problem solving skills.

FINAL PROJECT DESCRIPTION Your team is comprised of fellow students who together have won an all expense paid trip to a destination of your choice. Your team is encouraged to

select a destination that is new and exciting (exotic) learn about the culture of the location visit at least three “can’t miss” historic/cultural sites

Your team should research online:

The capital of the country The current temperature in the capital city A picture of the flag of the country Two hotels where you might stay The range of prices for hotel rooms Three places you would like to visit The cost of transportation to get there Rate of exchange for US dollar

Save Web addresses in a Word document. PLANNING Consider some of the following factors in the early stages of planning

During your first meeting consider: 1. The team resources ‐‐ skill sets of each individual 2. Select a Project Leader to direct your project 3. Assign tasks for each team member. You will need to prepare

A report in Word (see page 2) An Excel spreadsheet that shows costs (airfare and hotel comparisons, cost of

passport, miscellaneous cost of admission to sites/events; rate of exchange for dollar

A PowerPoint presentation to show to our class


78

Your report, spreadsheet, and presentation are due during our scheduled exam time: _______________day, ________ ___, 2009, __:__ am/pm – __:__ am/pm. You will submit hardcopy of all files to your instructor and you will bring a softcopy with you to show to your classmates using the instructor computer. You will explain the content of your trip plan and show the graphics to your classmates. Your report should be formatted in MLA style:

• 12 point, Times New Roman font • 1” margins all around (Page Setup) • header with your last name and page number aligned right (Headers and Footers) • 4‐line heading, aligned left (your name, your instructor’s name, course name, date) • title centered • Works Cited page

o last page of report (use page break) o title centered o list of sites you used in your research sorted alphabetically

Your report should include five paragraphs:

• An introductory paragraph that tells why you want to visit the destination you chose.

• A paragraph that explains information about the destination, including the capital, temperature, and the flag of the country.

• A paragraph that tells how you will get to your destination and how much travel will cost

• A paragraph that tells about your options for hotels and the cost

• A paragraph that tells about the places you would like to visit while you are there


79

RESEARCH EVALUATION For ___________________________________ Topic: ____________________________________________ Excellent Good Needs Improvement

ORGANIZATION OF IDEAS

An introductory paragraph (why you want to visit). □ □ □ Information paragraph: capital, temperature, and the flag □ □ □ A paragraph that explains travel/cost □ □ □ A paragraph that tells hotel options/cost □ □ □ A paragraph that tells places to visit Understanding of topic □ □ □ Sources □ □ □ Clarity of presentation □ □ □

MLA FORMAT

Header (last name /page number) □ □ □ 4‐line heading, aligned left □ □ □ Title centered □ □ □ Works Cited page □ □ □

SPREADSHEET

Labels and values □ □ □ Calculations □ □ □ Organization (easy‐to‐read) □ □ □ Chart □ □ □

PRESENTATION TO CLASS

Organization of ideas □ □ □ Understanding of topic □ □ □ Clarity of presentation □ □ □


80

Excellent Good Needs Improvement

RESPONSES TO QUESTIONS

#1____________________________ Answer questions □ □ □ Comment on observations □ □ □ Respond to challenges □ □ □ #2 ____________________________ Answer questions □ □ □ Comment on observations □ □ □ Respond to challenges □ □ □

Comments:


81

PROJECT ASSESSMENT TEAMWORK RUBRIC

Teamwork Beginning Developing Accomplished Exemplary

An ability to participate as a member of a team

Works with team less 50% of the time; distracts members from meeting goals; relies on others to do work

Works with team more than 50% of time; does not impede

members from meeting goals

Participates actively; helps

direct members in setting goals

Participates actively; helps direct members in setting goals; models caring about goals

An ability to teach others

Reluctantly shares

knowledge and/or skills

Shares knowledge and skills; listens

Effectively shares knowledge and skills; members learn; listens; empathetic to member’s ideas and feelings

Effectively shares knowledge and skills; members learn; listens; empathetic to member’s ideas and feelings; encourages

others to share their ideas

An ability to exercise leadership

Achieves personal goals

Achieves personal goals; listens to others

Helps direct members in

meeting goals; listens to others

Encourages all members to meet goals and share ideas; listens to

others

An ability to negotiate

Unwilling to compromise;

argues

Sides with friends instead of considering

all views

Considers all views

Involves all members in

problem‐solving; actively

participates in helping members

work better together

An ability to work with others possessing diverse backgrounds

Works with some members (friends)

Occasionally works with all members


working together


working together; encourages all members to evaluate how

they are working together


82

EVALUATING OTHER TEAM MEMBERS RUBRIC

What is your role in this project?

Strongly Agree Agree

Disagree

Strongly Disagree

The Team Leader played an active role in coordinating the team effectively.

Who do you think performed best for this project? Why? (Only one person) How did this person “exceed expectations”? Give examples

Adapted from materials created by Professor Kathleen Irwin, Middlesex Community College


83

EVALUATING YOUR TEAM RUBRIC Strongly

Agree Agree Disagre

e Strongly Disagree

Our team has good teamwork. We distribute and plan work systematically. We are able to help each other and resolve problems together.

We keep open and clear communications with each other.

Our findings/research/solution is relevant to the project.

We are clear about what we have to do. We clarify whenever we have doubts.

What do you think the team has done well? Why?

Adapted from materials created by Professor Kathleen Irwin, Middlesex Community College

Hudson 1

1

Diane Hudson

Professor Goodday

Database Applications

17 November 2003

Boolean Logic and Simple Data Searches

Boolean logic was developed by George Boole (1815‐1864); it is a way of comparing

data using logical operators. Boole, a highly respected but somewhat self‐educated

mathematician, incorporated his study of logic and probabilities into algebra. This logic is used

in contemporary computer construction and telephone switching (O'Connor and Robertson).

The most common Boolean operators are AND, NOT, and OR. “AND narrows your

search, OR broadens your search, and NOT is used to exclude concepts” (Search Tips).

Technically, the operators are comparing bits using the binary number system. More details can

be found at:

http://www.howstuffworks.com/boolean.htm

http://www.ithaca.edu/library/course/expert.html

http://www.learn‐c.com/boolean.htm

For our purposes, Boolean logic helps us refine data searches, querying databases and

searching on the Web, by combining search terms. The following Venn diagrams illustrate the

basic Boolean operations: Other, possibly more interesting, Venn diagrams can be found at:

http://www.ithaca.edu/library/course/expert.html

http://reinert.creighton.edu/101/boolean.htm

http://www.lib.csubak.edu/infocomp/search/boolean/venn.htm

Hudson 2

2

AND

The AND operator causes the retrieval of data that contain both CAT and SIAMESE.

Cat Siamese

OR

The OR operator causes the retrieval of data that contain either CAT or SIAMESE.

Cat Siamese

NOT

The NOT operator causes the retrieval of data that contain CAT but not SIAMESE

Cat Siamese (Cunningham, 2‐4).

Hudson 3

3

Works Cited

“Boolean Logic.” 7 January 2003. Creighton University, Reinert Alumni Memorial Library. 9

November 2003. <http://reinert.creighton.edu/101/boolean.htm>.

Brain, Marshall. “How Boolean Logic Works.” 9 November 2003.

<http://computer.howstuffworks.com/boolean.htm>.

Cunningham, Michael. “An Introduction to the Internet with Boolean Logic and Searching

Techniques.” VA: Fairfax County Public Schools, 1996.

O'Connor, J J and E F Robertson. “George Boole.” December 1996. University of St. Andrews,

Scotland. 9 November 2003. <http://www‐gap.dcs.st‐

and.ac.uk/~history/Mathematicians/Boole.html>.

Reeder, Joe. D. Controlling The Real World With Computers: Control And Embedded Systems:

Boolean Logic.” Learn‐c.com. 9 November 2003. <http://www.learn‐

c.com/boolean.htm>.

Strickland, Jennifer and John R. Henderson. “Boolean Logic.” August 15, 2002. Ithaca College

Library. 9 November 2003. <http://www.ithaca.edu/library/course/expert.html>.

“Search Tips: A Primer on Boolean Logic OR…the basics of AND, OR, and NOT.” American

Psychological Association. 9 November 2003.

<http://www.apa.org/psycinfo/training/boolean.html>.

“Venn Diagrams for Boolean Logic.” September 1, 1996. CSRIO, Australia. 9 November 2003.

<http://www.lib.csubak.edu/infocomp/search/boolean/venn.htm>.

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